FTE Categories and Weights for 2000-2001 - GAHSC
gEORGIa depARTMENT of education (GaDOE)
Office of Policy & External Affairs - Information Technology
FY2007 FTE Data Collection
Program Codes and Weights
FTE PROGRAM CODES and WEIGHTS
TABLE 1 – Funding Weights for All Programs Excluding Special Education
Program Code Category/Program Weight
A Kindergarten 1.6489000
B Grades 1-3 1.2806000
C Grades 4-5 1.0301000
9 Grades 6-8 (Middle Grades Program) 1.0147000
D Grades 9-12 1.0000000
E Kindergarten Early Intervention Program (EIP) 2.0350000
F Primary Grades 1-3 (EIP) 1.7916000
G Upper Grades 4-5 (EIP) 1.7855000
H Grades 6-8 (Middle School Program) 1.1186000
I Gifted Education 1.6586000
J Remedial Education 1.3073000
K Vocational Lab 1.1882000
M Postsecondary Options (Dual Credit) N/A
N Study Hall (Non-state funded) N/A
O Other (Non-state funded) N/A
The number of segments a student is served in an area of special education and the type of disability the student has determines the level of funding in special education. Refer to the Program Code Chart on the following page for additional information.
TABLE 2 – Funding Weights for Special Education Programs
Program Code Chart
| Program Code |Category/Program |Weight |
| | | |
| | Level I |2.3803000 |
| | | |
| | Level II |2.7935000 |
| | | |
| | Level III |3.5572000 |
| | | |
| | Level IV |5.7664000 |
| | | |
| | Level V |2.4485000 |
| | | |
|4 | *Psychoeducational Program (SED) |N/A |
*Psychoeducational Program (SED)
There is not an FTE Weight assigned to the Psychoeducational Program. Psychoeducational Programs are funded through a separate grant and are considered to be a special education program code.
Level V funding is earned for inclusion services where the student is receiving additional services through a paraprofessional, interpreter, job coach, other assistive personnel, or another regular education teacher. This level of funding is identified on the FTE Funded and Non-Funded Students Report (FT011) in the row labeled “Inclusion”. On the Enrollment in Special Education Report (FT004), these are the totals for inclusion codes ‘4’ through ‘8’.
TABLE 3
Special Education Funding Chart
| |Program Code | |Level |Level |Level |Level |
| | |Category/Program |I |II |III |IV |
| |P |Mild Intellectual Disability | |1 - 6 | | |
| |Q |Moderate Intellectual Disability | | |1 - 6 | |
| |R |Severe Intellectual Disability | | |1 - 6 | |
| |S |Profound Intellectual Disability | | | |1 - 6 |
| |T |Emotional & Behavioral Disorder | | |1 - 6 | |
| |U |Specific Learning Disability |4 - 6 | |1 - 3 | |
| |V |Orthopedic Impairment | | |4 - 6 |1 - 3 |
| |W |Hearing Impairment | | |4 - 6 |1 - 3 |
| |X |Deaf | | |4 - 6 |1 - 3 |
| |Y |Other Health Impairment | | |4 - 6 |1 - 3 |
| |Z |Visual Impairment | | | |1 - 6 |
| |1 |Blind | | | |1 - 6 |
| |2 |Deaf and Blind | | | |1 - 6 |
| |3 |Speech-Language Impairment |4 - 6 | |1 - 3 | |
The funding weight for Special Education programs are based on the number of segments earned in a service area. For example, a student receiving one to three segments of Specific Learning Disability (SLD) services will earn level III funding. If that student receives four to six segments of SLD (self-contained), the funding level changes to level I.
FTE Program Codes
Kindergarten – PROGRAM CODE = “A”
Students who are scheduled to receive normal curriculum services in Kindergarten for the entire day will normally have six segments of Kindergarten Weight (PROGRAM CODE = “A”) per school day. Students in Kindergarten that receive special services should be coded with the appropriate program code for each segment of special services received outside of the Kindergarten program.
Grades 1-3 – PROGRAM CODE = “B”
Students who are scheduled to receive normal curriculum services in grades 1 through 3 for the entire day will normally have six segments of Grades 1-3 Weight (PROGRAM CODE = “B”) per school day. Students in grades 1 through 3 that receive special services should be coded with the appropriate program code for each segment of special services received outside of the grades 1 through 3 program.
Grades 4-5 – PROGRAM CODE = “C”
Students who are scheduled to receive normal curriculum services in grades 4 through 5 for the entire day will normally have six segments of Grades 4-5 Weight (PROGRAM CODE = “C”) per school day. Students in grades 4 through 5 that receive special services should be coded with the appropriate program code for each segment of special services received outside of the grades 4 through 5 program.
Grades 6-8 (Middle Grades Program) – PROGRAM CODE = “9”
Students who are scheduled to receive normal curriculum services in grades 6 through 8 for the entire day will normally have six segments of Grades 6-8 Weight (PROGRAM CODE = “9”) per school day. Students in grades 6 through 8 that receive special services should be coded with the appropriate program code for each segment of special services received outside of the grades 6 through 8 program.
Students with a grade level of 6-8 that attend an alternative school or night school program and receive normal curriculum services in grades 6 through 8 will have segments of Grade 6-8 Weight (PROGRAM CODE = “9”) for the actual number of segments served in the grades 6 through 8 program. Students in grades 6 through 8 that attend an alternative school or night school program that receive special services should be coded with the appropriate program code for each segment of special services received. The actual number of weighted segments reported for the student should reflect the actual number of segments served on the FTE count day.
Grades 9-12 – PROGRAM CODE = “D”
Students who are scheduled to receive normal curriculum services in grades 9 through 12 for the entire day will normally have six segments of Grades 9-12 Weight (PROGRAM CODE = “D”) per school day. Students in grades 9 through 12 that receive special services should be coded with the appropriate program code for each segment of special services received outside of the grades 9 through 12 program.
Students with a grade level of 9-12 that are enrolled in Driver Education should be reported with the PROGRAM CODE = “D” as long as fees are not charged to enroll in the class.
Students in grades 9-12 enrolled in a course through the Georgia Virtual High School should be reported with a non-state funded weight (PROGRAM CODE = “O”) for that particular segment.
Students with a grade level of 9-12 attending an alternative school or night school program that receive normal curriculum services in grades 9 through 12, will have segments of Grade 9-12 Weight (PROGRAM CODE = “D”) for the actual number of segments served in the grades 9 through 12 program. Students in grades 9 through 12 attending an alternative school or night school program that receive special services, should be coded with the appropriate program code for each segment of special services received. The actual number of weighted segments reported for the student should reflect the actual number of segments served on the FTE count day.
Kindergarten Early Intervention Program (EIP) – PROGRAM CODE = “E”
Students reported with a grade level of Kindergarten who are receiving services under the Early Intervention Program should be reported with a PROGRAM CODE = “E” for each segment served in the program.
Refer to Georgia Board of Education Rule 160-4-2-.17 EARLY INTERVENTION PROGRAM (EIP) and the Early Intervention Program (EIP) Guidelines and Implementation Suggestions for additional information.
Grades 1-3 Early Intervention Program (EIP) – PROGRAM CODE = “F”
Students reported with a grade level of 1 through 3 that are receiving services under the Early Intervention Program should be reported with a PROGRAM CODE = “F” for each segment served in the program. Students who are removed from the regular classroom for one segment to participate in the Reading Recovery Program may be counted for one segment of EIP instruction for the entire year.
Refer to Georgia Board of Education Rule 160-4-2-.17 EARLY INTERVENTION PROGRAM (EIP) and the Early Intervention Program (EIP) Guidelines and Implementation Suggestions for additional information.
Grades 4-5 Early Intervention Program (EIP) – PROGRAM CODE = “G”
Students reported with a grade level of 4 and 5 that are receiving services under the Early Intervention Program should be reported with a PROGRAM CODE = “G” for each segment served in the program.
Refer to Georgia Board of Education Rule 160-4-2-.17 EARLY INTERVENTION PROGRAM (EIP) and the Early Intervention Program (EIP) Guidelines and Implementation Suggestions for additional information.
Grades 6-8 (Middle School Program) – PROGRAM CODE = “H”
Students attending schools using the Middle School Program model and who are scheduled to receive normal curriculum services in grades 6 through 8 for the entire day will have six segments of Grades 6-8 (Middle School Program )Weight (PROGRAM CODE = “H”) per school day. Only schools using this state-approved model should report students with “H” segments. 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.
Students in grades 6 through 8 that receive special services should be coded with the appropriate program code for each segment of special services received outside of the grades 6 through 8 program.
Gifted Education – PROGRAM CODE = “I”
Students who are served in an approved gifted education model should be reported with the Gifted weight (PROGRAM CODE = “I”) for each segment served on the FTE count day. The school system may claim students for gifted weight who are serviced on the day of the count only. Gifted students who are not provided with gifted program instruction on the day of the count must be reported according to the weight that indicates the actual services they receive on the FTE count day. School systems cannot alter a student’s schedule to capture the gifted weight. Refer to Georgia Board of Education RULE 160-4-2-.38 EDUCATION PROGRAM FOR GIFTED STUDENTS and the Georgia Department of Education Resources Manual for Gifted Education Programs to find the approved delivery models for gifted education.
Remedial Education – PROGRAM CODE = “J”
Remedial Education Program (REP) FTE credit will be earned if the student is in Grades 6-12 and is receiving remedial instruction in an approved remedial model. Students who are served in an approved REP model will be reported at the REP weight (PROGRAM CODE = “J”) for the segment(s) served. Refer to Georgia Board of Education Rule 160-4-5-.01 REMEDIAL EDUCATION and the Remedial Education Program Guidelines for information. Students receiving FTE credit for remedial education must meet the following requirements.
a. The student must be classified in grades 6-12.
b. The student must meet state eligibility requirements relative to grade level and subject area.
c. The student must receive remedial instruction for at least one full segment.
d. A student in grades 6-12 eligible for reading, writing and mathematics may be claimed for a maximum of two segments per day, one of reading/writing and one of mathematics. The exception to this rule is students receiving remedial instruction that have block scheduling. In this situation, a student can have a maximum of three segments per day. Refer to the Block Scheduling Guidelines for more information.
e. The student must receive remedial education instruction in a class which meets the class size requirements for the Remedial Education Program as defined in Georgia Board of Education Rule 160-5-1-.08 CLASS SIZE.
f. The student cannot also be reported for special education with segments of MiID (PROGRAM CODE = “P”), MoID (PROGRAM CODE = “Q”), SID (PROGRAM CODE = “R”), or PID (PROGRAM CODE = “S”).
Vocational Lab – PROGRAM CODE = “K”
Vocational lab weight (PROGRAM CODE = “K”) may be assigned to the state approved vocational courses that meet the following general criteria.
a. Replacement costs of equipment and materials are at least 50 percent higher than those needed for a regular general education class, except for cooperative work-study laboratories, pre-apprenticeship programs and apprenticeship programs.
b. Students spend a minimum of 25 percent of the instructional time in ‘hands-on” activities.
c. All equipment, software, materials, etc. used in the lab are in place and operational on the day of the FTE count.
d. Students are enrolled in grades 9-12.
Vocational Cooperative Work Programs
Students enrolled in state-approved vocational cooperative work programs may earn FTE credit for a maximum of three segments of vocational lab weight for the instructional day, including the related classroom instruction segment. The segments of related classroom instruction could be assigned vocational lab weight (PROGRAM CODE = “K”) if the following criteria are met.
a. An education/work agreement between the school and employer must be on file.
b. The student may or may not receive compensation for work performed on the job.
c. The student receiving on-the-job training during any of the six segments is supervised by the certified cooperative instructor who has the student in class and who is not scheduled to teach a class during the supervision time. The segments of on-the-job training are coded regular high school weight of “D”.
Postsecondary Options (Dual Credit) – PROGRAM CODE = “M”
Students enrolled in a high school program and a college or postsecondary technical/career preparation program should be reported with the PROGRAM CODE = “M” for the type of Postsecondary Options referred to as “Post secondary Options Dual Credit Program” (PSDCP). PSDCP is defined as: “Students participating in postsecondary options at a private or public postsecondary institution are enrolled in a state-approved class and are receiving college or technical career preparation credit and high school Carnegie unit credit for courses taken through the postsecondary institution.”
Refer to Georgia Board of Education Rule 160-4-2-.16 SCHEDULING FOR INSTRUCTION and Rule 160-4-2-.34 POST SECONDARY OPTIONS.
Study Hall – PROGRAM CODE = “N”
Students enrolled in a Study Hall program should be reported with the PROGRAM CODE = “N” for each segment of Study Hall served on the FTE count day.
Other (Non-state funded) PROGRAM CODE = “O”
PROGRAM CODE = “O” should be reported as a segment code for services that do not fall into any other program code listed or do not meet QCC requirements. Some examples are listed, but not limited to the below:
a. Pre-Kindergarten students that are not receiving any Special Education services should be reported with six segments of PROGRAM CODE = “O”.
b. Driver education segments should be reported as PROGRAM CODE =”O” if fees are charged.
c. Postsecondary Options Credit Only Program (PSCOP) (formerly known as Joint Enrollment) Students participating in PSCOP are anticipating meeting all graduation requirements by the end of their senior year and wish to enroll jointly at a postsecondary institute to take courses not approved for QCC credit. All PSCOP segments should be reported with the PROGRAM CODE = “O”.
d. Students enrolled in an Alternative School or Night School program should be reported with appropriate program code for segments where educational services are received. Any remaining segments should be reported with the PROGRAM CODE = “O” to equal 6 segments code for each student.
e. Students enrolled in private schools that attend public schools for special services should be reported with the appropriate program code for segments where educational services are received. Any remaining segments should be reported with the PROGRAM CODE = “O” to equal 6 segments codes for each student.
Levels I - V
There are five levels/categories of special education funding. Each level represents a different funding weight.
Level I Specific Learning Disability (U) for 4 or more instructional segments
Speech-Language Impairment (3) for 4 or more instructional segments
Level II Mild Intellectual Disability for 1 to 6 segments
Level III Moderate Intellectual Disability (Q) for 1 to 6 segments
Severe Intellectual Disability (R) for 1 to 6 segments
Emotional and Behavioral Disorder (T) for 1 to 6 segments
Specific Learning Disability (U) for 1 to 3 segments
Orthopedic Impairment (V) for 4 or more segments
Hearing Impairment (W) for 4 or more segments
Deaf (X) for 4 or more segments
Other Health Impairment (Y) for 4 or more segments
Speech-Language Impairment (#3) for 1 to 3 segments
Level IV Profound Intellectual Disability (S) for 1 to 6 segments
Orthopedic Impairment (V) for 1 to 3 segments
Hearing Impairment (W) for 1 to 3 segments
Deaf (X) for 1 to 3 segments
Other Health Impairment (Y) for 1 to 3 segments
Visual Impairment (Z) for 1 to 6 segments
Blind (1) for 1 to 6 segments
Dear and Blind (2) for 1 to 6 segments
Level V INCLUSION
INCLUSION
Indicates whether or not a student is a Special Education student in Categories I through IV whose IEP specifies specially designed instruction or supplemental aids or services in alternative placements in the least restrictive environment including the regular classroom. Any segment that is reported with the INCLUSION indicator of ‘4’-‘8’ must have a regular education PROGRAM CODE (“A” –“K” or “9”) in the corresponding PROGRAM CODE segment. For INCLUSION indicator ‘9’, the Program Code for the given segment must be ‘P’-‘’Z’ or ‘1’ – ‘4’. Inclusion services received must be from personnel such as paraprofessionals, interpreters, job coaches and other assistive personnel. The indicators are as follows:
4 Paraprofessional – Personnel employed and/or assigned to provide assistance to students with disabilities. 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.
5 Interpreter – Personnel employed and/or assigned to facilitate communication between students with hearing impairments (deaf or hard-of-hearing) by interpreting 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 – 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.
7 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 – Personnel who hold teaching certificates from the State of Georgia Professional
Standards Commission
COLLABORATIVE
9. Collaborative Model - Regular and special education teachers that are teaching in the same classroom with the special education teacher being in the classroom at least 50% of the time.
N Not applicable
Psychoeducational Program (SED) – PROGRAM CODE = “4”
Students attending a Psychoeducational facility or are being instructed by Psychoeducational personnel should be reported with the Psychoeducational PROGRAM CODE = “4” for each segment received under the instruction of the SED program. For example, a student is enrolled in the 9th grade and is receiving 3 segments of “D” and 3 segments of “T” on the FTE count day and is receiving those services at a SED facility or from SED personnel, all 6 segments for that student should be coded as “4”.
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