Table of Contents
Section
Introduction 100
What is EPE? 101
Exceptions to Student Eligibility Requirements 102
Programs That Generate EPE 200
Traditional Adult Education Programs 201
Distance Learning Adult Education Programs 202
High School Credit Courses 203
Adult Occupational Education Courses 204
Work Experience Program 205
Additional Issues Concerning the Generation of EPE 206
Support Services, Evaluation, Intake/Assessment 206.01
EPE in Correctional Facilities 206.02
GED Testing 206.03
Unsupervised Student Activities 206.04
One Teacher with Same Student in More Than One Program 206.05
Family Literacy Integrated Instruction 206.06
Drivers Education 206.07
EPE Aid Calculation and Reimbursement 300
State Formula 301
BOCES Formula 301.02
Traditional Formula 302
Distance Learning Formula 303
Active Enrollment 303.01
Calculating Contact Hours That can be Claimed in Distance
Learning Programs 303.02
Two-week Cycle Formula 303.03
Maximum Active Enrollment 303.04
Crossroads Café Hybrid 303.05
Exceptions 303.06
Work Experience Formulas 304
EPE Reimbursement 305
Reimbursement Schedule 305.01
State Budget Allocation 305.02
Cash Flow 305.03
Reimbursement Method 305.04
Claims in Excess of Allocation 305.05
Revenues and Expenditures 305.06
Additional Issues Concerning EPE Aid Calculation 306
Work Experience in an Occupational Education Program 306.01
Collaboration with Volunteer Tutor Organizations 306.02
In-person Tutoring 306.03
EPE Program Requirements 400
General Requirements 401
Other Requirements 402
English Speaking Students 402.01
Limited English Proficient Students 402.02
GED Preparation Students 402.03
Facility Requirements 402.04
Agency Requirements 402.05
General Requirements for Distance Learning Programs 402.06
General Requirements for Work Experience Programs 402.07
Comprehensive Plan of Service 403
EPE Comprehensive Plan of Service Approval Process 403.01
First Time Applicants 403.02
Amending the Comprehensive Plan of Service 403.03
Approval for Increased EPE Aid 403.04
Expenditures 404
EPE Generation Versus Expenditures 404.01
EPE Program Definition 404.02
Additional Expenditure Requirements 404.03
Expenditures/Revenues Compared 404.04
Prorating Expenditures 404.05
Serving Non-eligible Students 404.06
Expenditures by Program 404.07
Allowability of Specific Expenditures 405
Equipment Expenditures 405.01
Indirect Cost 405.02
Interest on Loans 405.03
Staff Development 405.04
GED Administration 405.05
Child Care 405.06
Food and Incidentals 405.07
Marketing 405.08
Community Education 405.09
Transportation 405.10
Support Services 405.11
General Program Costs 405.12
Audit Exceptions 405.13
Teacher Requirements 406
Adult Education Instructor Certification Titles 406.01
Certification Renewals 406.02
Teachers of Distance Learning Programs 406.03
Program Approval 407
Occupational Education 407.01
Work Experience Programs 407.02
Distance Learning Programs 407.03
Traditional Programs 407.04
Records and Documentation 408
General 408.01
Attendance in Classroom Programs 408.02
Burden of Proof 408.03
Attendance Rosters 408.04
Computerized Attendance 408.05
Unique Student Identifiers 408.06
Records Retention 408.07
Record Keeping in Distance Learning Programs 408.08
Record Keeping in Work Experience Programs 408.09
Staff Development 409
Waivers 410
Traditional Program Waivers 410.01
Over-enrollment 410.02
Occupational Course Waivers 410.03
EPE
Programs in
Programs 411
BOCES Operated Programs 411.01
Programs 411.03
Statement of General Assurances 412
EPE and Other Funding Sources 413
Additional Issues Regarding Program Requirements 414
Tuition 414.01
Coordinated Programs with Community Colleges 414.02
Equipment Disposal 414.03
Individual Education and Employment Preparation Plan Requirements 414.04
Appendices
A. SA160.1 and SA160.2 State Aid Claim
Forms
B. Statement of General Assurances
C. Program Implementation of Crossroads
Café and Application Form
D. State Aid Final Expenditure Reports
SECTION 100
INTRODUCTION
In 1984 the New York State Legislature enacted the Employment Preparation Education Program (EPE) to provide State aid to public schools and Boards of Cooperative Educational Services (BOCES) to support adult education programs. In the first year, EPE provided approximately $10 million in funding for these programs. Since EPE was enacted as an uncapped funding source (i.e. there was no ceiling), EPE grew as educational agencies began to develop programs to meet the growing demands in their communities. By 1994 the EPE program had grown to over $90 million, and the number of adult students had grown to over 250,000 annually. Statutory authority for EPE can be found under Sections 207 and 3602, Subsection 24 of Education Law and Sections 168.1-5 of the Regulations of the Commissioner of Education.
In 1995 the legislature amended the EPE legislation. EPE funds were capped at $96.18 million. Also, because there was a perception that more accountability was needed for a funding source this large, additional program approval and oversight provisions were added. As the EPE program grew and as local agencies sought to expand the range of services that could be offered to their communities, many questions arose regarding interpretations of EPE law and regulations. Information was disseminated to the field through a number of technical advisories and question and answer documents. Also, specific rulings were made at the request of individual program administrators and communicated via letter.
This manual has been developed as a resource for EPE program administrators. It contains information taken from a number of documents as well as new material developed to answer some of the most common questions regarding the program. It is anticipated that the manual will be modified when there are changes in the program or as additional information is available.
EPE is a program that
provides funding to public school districts and BOCES that offer educational
programs for adults leading to a high school diploma or a high school
equivalency diploma. In addition, a number of other programs have been approved
to generate EPE aid. To be eligible to
generate EPE aid, a student must be 21 years of age or over without a diploma
issued by any state or territory of the
Educational agencies receive reimbursement based on a state aid formula that establishes a contact hour rate. EPE funds must be spent on the EPE program. EPE aid is one of several funding streams available to support educational programs for adults. EPE is not intended to be the sole source of support for these programs, and should be blended with other resources.
102 - EXECPTIONS TO STUDENT ELIGIBILITY REQUIREMENTS
·
Students who are 21 years of age or older who
have been issued an Individualized Education Plan (IEP) diploma pursuant to
Section 100.9 of the Regulations of the Commissioner are eligible to generate
EPE aid.
·
In the 2000-01 session, the
Subsequent sections of this manual will provide details regarding the EPE program as well as information regarding the integration of EPE funds with other resources available to provide educational services. Specific questions regarding the program should be directed to the Workforce Development Technical Support Team at (518) 474-8920.
Initially, EPE programs consisted exclusively of traditional adult education programs and adult high school credit programs. Both of these programs were targeted primarily at attaining a high school diploma or equivalency and were taught in a classroom setting by a certified teacher. Subsequently, three additional areas were added to the list of programs that could generate EPE aid: 1. Distance learning adult education programs, sometimes referred to as "non-traditional", in which students are not present in the classroom, but their work is supervised by a certified teacher; 2. Adult occupational education programs designed to teach the skills needed to obtain employment in a specific field; 3. Work experience programs combining classroom training with on-site job experience.
201 - TRADITIONAL ADULT EDUCATION PROGRAMS
Traditional adult education programs occur in a classroom setting and are taught by a certified teacher (see section 406). EPE aid is generated based on student contact hours or “seat time” (see section 302). A range of different programs fall into the traditional category:
· Adult Basic Education – Instruction in reading, mathematics, oral and written communication, computer skills, and life skills for students reading below the ninth-grade level.
· English for Speakers of Other Languages (ESOL) – Instruction in listening, reading, mathematics, oral and written communication, computer skills, and life skills for individuals with limited English proficiency.
· General Education Development (GED) Test Preparation – Instruction for students reading at the ninth-grade level or above that is specifically designed to prepare the student for the Test of General Education Development (GED).
· Basic Education in the Native Language (BENL) – Basic literacy skills in the student’s native language designed to teach individuals with no or very low literacy skills in their own language.
· Action for Personal Choice (APC) – An intensive interactive course designed to assist adults in taking responsibility for their own behavior. This course helps students to develop critical thinking skills and decision-making skills. Teachers of APC must have specific and appropriate training (see section 406).
· Career, Family and Life Skills (CFLS) (formerly Adult Life Management) – A program using the SED approved curriculum framework designed to assist individuals in the area of communications, budgeting, parenting, relationships, and nutrition. Teachers of CFLS must have specific and appropriate training (see section 406).
· Parenting/Family Literacy Programs – Parenting education programs provide the skills and knowledge needed to effectively raise children. Family Literacy Programs incorporate activities that include interactive literacy activities between parents and their children. The purpose of the family literacy program is to break the intergenerational cycle of under-education by providing an environment where children and parents learn together. In both types of programs, to generate EPE aid, the parents must be EPE eligible.
· Crossroads Café – An adult level ESOL video program that may be used in a traditional or distance learning setting. The program consists of a series of videotapes and accompanying workbooks. A special application form (see Appendix C) requesting specific program information must be submitted with the EPE Comprehensive plan of service.
· Job Club/Job Readiness/Employability Skills Training – Includes a range of different activities designed to teach job seeking and keeping skills. Also included in this category are career counseling programs.
· Citizenship Education – A program designed to teach the skills needed to pass the United States Citizenship Test.
· Others – Other programs may be approved to generate EPE funds (see section 407.04). These programs should be submitted as part of the EPE comprehensive plan of service (see section 403).
Distance learning programs are those that are not conducted in a traditional classroom format. Students who are able to attend programs in a traditional setting should be encouraged to do so whenever possible. Only distance learning programs approved by the New York State Education Department in the applicant’s comprehensive plan of service may be used to generate EPE aid. To be approved to offer a distance learning program, agencies must submit information such as intake and assessment, record keeping, role of the teacher, documenting student activities, documenting teacher time, determining progress and completion, and program duration (see section 407.03). Teachers for all of these programs must have specific and appropriate training (see section 406). The following programs have been approved for the EPE Program:
· Giving Ready Adults a Study Program (GRASP) – Designed for adults with a minimum reading level of 8.0 who are seeking a high school equivalency diploma. Students must be able to work independently and devote at least 6 hours per week to studying. Individualized home study packets are delivered twice a month via the regional library network, by mail or by hand.
· External High School Diploma Program (EDP) – An assessment program for adults over 21 leading to a high school diploma in which adults demonstrate academic knowledge and skills gained prior to and throughout the course of the program. These skills are demonstrated through a system of generalized life skill competencies and one individual competency in a particular occupation, special skill or academic area. An eighth grade level in reading is required. Currently, candidates who successfully complete the EDP are awarded a local high school diploma issued by a participating school district. Local high school diplomas will not be issued for most students after the year 2004.
· GED on TV – A home study course offered on public television that prepares participants to take the GED test. Three workbooks and 43 program tapes published by Kentucky Educational Television (KET) are used along with other materials. Students view the videotapes either on television or by playing copies of the videotape on their VCR, after which they complete assigned work. It is recommended that students have an eighth grade level in reading. EPE can be claimed for this program only when certified teachers provide instruction. In the 2001-02 program year, GED on TV will be replaced by GED Connection which is designed to teach the skills needed to pass the GED 2002 test.
· Career, Family and Life Skills (CFLS) Home Study (Formerly Adult Life Management Home Study) – For agencies with an approved Career, Family and Life Skills program, the CFLS home study program may be offered. This program can be offered by itself, however, it is recommended that it be incorporated into another distance learning program offering. If CFLS is incorporated into another distance learning program, the teacher must have been trained in CFLS.
· Crossroads Café – The same program described under the “traditional” area may be used in a distance learning model and would generate EPE contact hours using the distance learning formula (see section 303). Crossroads Café may also be taught as a hybrid program combining both classroom and home study. Distance learning Crossroads Café should generally not be used for students at low ESOL proficiency levels. A special application form (see Appendix C) requesting specific program information must be submitted with the EPE comprehensive plan of service.
· Learn to Read/Another Page – A televised beginning reading program that is used to help adult students develop the reading skills needed to enter the GED on TV program. Learn to Read is designed for students reading below the third grade level while Another Page is for students reading at the fifth to eighth grade levels. This home study course is offered on public television or video and can only be used to generate EPE aid when a certified teacher employed by the school provides instruction.
· Home Study Component of Health Promotions for Adult Students – Only available to agencies with an approved GRASP program. The components must be incorporated as part of the GRASP packet of lessons. Instructors must be trained in the GRASP program as well as in health promotions. Components include nutrition, first aid, health insurance, exercise, health care, resources, substance abuse, and child safety.
· Math Basics – A televised mathematics program for students who need a slower paced program. This home study course is offered on public television or video and can only be used to generate EPE aid when a certified teacher provides instruction.
·
Citizenship
Home Study – A program designed to teach the skills needed to pass the test
for
· Workplace Essential Skills - A program designed to teach the skills required to obtain and retain employment. This program combines both video and internet approaches. It is anticipated that this program will be approved to generate EPE aid for distance learning during the 2001-02 program year.
· Connect with English - A distance learning ESOL program. It is anticipated that this program will be approved to generate EPE aid for distance learning during the 2001-02 program year.
Additional distance learning programs may be approved to generate EPE aid at the discretion of the Commissioner of Education. (see section 407.03.)
Any high school credit-bearing course in which an adult (21years of age and over) participates to pursue his/her high school diploma can be used to generate EPE aid. The course must be taught by a teacher with K-12 certification in the field in a classroom setting. It is the responsibility of each school district or BOCES to comply with Commissioner's Regulations and Education Department Policy for awarding high school credit.
204 - ADULT OCCUPATIONAL EDUCATION COURSES
Non-credit adult occupational education courses may be used to generate EPE. The courses must be at least 100 hours in length and taught by a teacher with appropriate adult or K-12 certification. These programs must provide sufficient training to provide the skills needed for the student to obtain employment. Each of these courses must be approved. Information on each course must be submitted with the comprehensive plan of service (see section 407.01). A waiver may be requested for programs that are less than 100 hours if they provide sufficient training for the student to obtain employment (see section 410.03 ). The hours need not be done by the student in the same year and can include one course or a sequence of courses.
205 - WORK EXPERIENCE PROGRAM
Work Experience Programs are unpaid, structured and supervised work activities/tasks for a specified period of time in a public or private, profit or not-for-profit setting that enhance and support a written Individual Education and Employment Preparation Plan (IEEPP) for the adult student. In addition to the on-site work experience, the program must include traditional classroom education comprising at least 30 percent of the total program hours. The classroom component can include any traditional program that the agency is approved to offer in their Comprehensive plan of service. Agencies must submit the program design and curricula for the work experience program as part of the comprehensive plan of service (see section 402.07).
206.01 - Support Services –
Evaluation, Intake Assessment
The legislation requires evaluation and intake assessment by a teacher leading towards the development of Individual Education and Employment Preparation Plans (IEEPP) for individual adult students. This also may include screening for learning disabilities. This activity generates EPE aid. It is important that each hour spent by the student in evaluation, intake assessment is documented. It is not sufficient to identify a block of time as a standard period (e.g. a 12-hour standard intake assessment block) and recording student's attendance. However, it is acceptable for an agency to submit with their comprehensive service plan their intake/assessment process detailing each component of the initial evaluation, intake assessment that is provided including the amount of time each component takes. There is no standard for the amount of time the evaluation, intake assessment process should take, however, this process generally takes from four to eight hours depending on the student’s needs and the type of program. The contact hours for developing, modifying and updating IEEPPs can also generate EPE aid as long as the hours are provided by a teacher working with a student and as long as such hours are documented. These hours should always be included in the "Traditional" area in both the plan and in claims. Counseling activities that are not directly related to evaluation or intake assessment do not generate EPE hours. This includes counseling in areas such as substance abuse, child care, transportation, or social services.
206.02 - EPE in Correctional Facilities
EPE aid can be
generated by and expended in programs operated by LEAs and BOCES in county and
municipal facilities. Regardless of where the inmates are from, the EPE rate of
the agency providing the program is used.
EPE programs may not be operated
in federal prisons and New York State Department of Correctional Services
facilities since funding is available from other sources to serve these
individuals.
206.03 - GED Testing
Students who have
taken the GED test in the
206.04 - Unsupervised Student Activities
The only activities that generate EPE contact hours when the student is not in the classroom under the direct supervision of a teacher are those specifically approved in the comprehensive plan of service as a distance learning program or as a work experience program. The regulations do not recognize time spent at a computer, doing homework, using the library or any other activity not directly supervised by a teacher as acceptable for generating allowable contact hours.
206.05 - One Teacher with Same Student in More than One Program
A number of
questions have arisen regarding whether a teacher who is trained and certified
to teach more than one distance learning program can teach the same student in
more than one distance learning program at the same time (e.g. GED on TV and
CFLS home study). Also the question has
been raised as to whether a teacher can teach a student in the traditional
classroom setting and in a distance learning program at the same time. The answer is that, as long as the teacher
has been trained in each area, a distance learning teacher can teach more than
one distance learning program to the same student at the same time. Also the same teacher can teach the same
student enrolled in the traditional classroom and in a distance learning
program at the same time. In both instances, the student would be enrolled in
both programs, but the student time spent on each, as well as the teacher time
spent on each, must be documented separately.
It is critical that the teacher documents instructional hours for the
distance learning programs. If a teacher
is instructing a student in more than one distance learning program, the hours
of documented work for each program must be maintained separately. The teacher must account for instructional
time to generate EPE aid for each program.
If a teacher is instructing a student in a traditional setting and in a
distance learning program, the documentation of teaching time for the distance
learning program must stand alone. If
the teacher cannot document sufficient instructional time related only
to the distance learning program, then the work done by the student may be
considered as homework and will not qualify for EPE aid generation. In both cases, the documentation must be as
complete as if the student were being taught by different teachers.
206.06 - Family Literacy Integrated Instruction
EPE aid cannot be generated when a teacher works with children, nor can EPE funds be spent on children. However, a key part of family literacy is integrated instruction provided by a teacher in the home. In the home setting, the teacher works with the parent, the parent and child together and frequently with the child alone to model teaching for the parents. In this integrated approach, all of the time spent in the home can generate EPE aid at the rate of one contact hour for each hour in the home. This time must be fully documented. The parent must be EPE-eligible.
207.07 - Drivers Education
Drivers Education (i.e., to attain a personal drivers license as opposed to vocational programs for commercial vehicles) cannot generate EPE aid. The exception to this is if the student takes the program for high school credit. All high school credit courses generate EPE aid. However, incorporating lessons on the driver's manual as part of a contextualized literacy course is acceptable as part of classroom instruction.
SECTION 300
EPE AID CALCULATION AND
REIMBURSEMENT
301.01 -
The EPE aid formula is based on district wealth. A pupil wealth ratio is calculated based on the actual valuation of property in the district per pupil divided by the State average actual valuation per pupil. This figure is then multiplied by .40 and the result is subtracted from 1.00. This generates an EPE aid ratio which determines the percentage of the EPE aid ceiling (the highest possible EPE contact hour rate) that the district will receive.
The EPE aid ceiling is calculated by dividing the statewide average expenditure per pupil by 1000. Prior to the 2000-01 program year, changes in assessed valuation or K-12 pupils could affect the EPE rate throughout the year. However, with the passage by the State legislature of an amendment to the EPE legislation, EPE aid rates for individual districts are now calculated based on data on file on May fifteenth of the base year and applied to the subsequent program year. This change enables agencies to more reliably plan expenditures based on anticipated revenues. EPE aid is not subject to transition aid provisions meaning that EPE aid is generated in addition to all other State aid received by the district. Information on current EPE rates and aid calculation for BOCES and school districts can be found at the State aid web site at http://stateaid.nysed.gov/.
301.02 - BOCES Formula
The pupil wealth ratio for BOCES is calculated using the aggregate actual valuation and total wealth pupil units for all component districts. If 85 percent of the resulting aid ratio of the component district with the highest EPE aid ratio is greater than the calculated BOCES EPE aid ratio, that aid ratio may be used for all students served by the BOCES regardless of their district of residence.
The traditional EPE formula is used for all students attending programs described in section 201 as Traditional, Adult Occupational Education, and High School Credit. Additionally, the classroom component of the Work Experience program and the Crossroads Café Hybrid program should be calculated using the traditional formula and also included in the traditional category in the comprehensive plan of service (see section 403) and reported in the traditional category on fiscal reports (see Appendix A). The traditional formula involves time spent by the student that is directly supervised by a certified teacher. Each student will generate one contact hour of EPE aid for 60 minutes of classroom instruction or face-to-face consultation. For example, if ten students attend a GED preparation program in a classroom for one hour, ten contact hours will be generated. These hours are multiplied by the agency’s EPE rate and the agency will be reimbursed that amount for that hour. Because EPE rates vary greatly according to district property wealth, the amount of dollars generated by those ten students will vary from district to district. All of these hours must be fully documented (see section 408). Reasonable breaks are allowed. However, start and end times of class must remain the same regardless of whether breaks are taken. For example, if a class is scheduled to run from 9:00 a.m. to 12:00 noon, it must run that full time even if no breaks are taken.
The basis for claiming EPE aid in distance learning programs is the instructional hours provided by the teacher. This can involve contact with students either in-person, by telephone, or through the mail. It can also involve correcting or preparing student work lesson planning or bookkeeping related to operating the program. This time must be clearly documented (see section 408.08). While no online distance learning programs are presently approved to generate EPE aid, it is anticipated that a number will be considered in the near future.
The distance learning formula is based on two premises:
1. The maximum number of instructional
hours (hours that a teacher can claim for work with an individual student)
that is allowed is 30 minutes (.5 hours) per week for each actively enrolled
student.
2. For each of these instructional hours, 12 contact hours can be claimed.
303.01 - Active Enrollment
Critical to this calculation is the application of the term active enrollment. The term represents the actual number of students in a given week that fulfill the requirements for being active as described below. The number of students enrolled in the program may be higher than the active enrollment. The active enrollment may vary from week to week because not all students enrolled will complete required work every week. Required work means work assigned by the teacher as prescribed by the curriculum design of the particular program. Completion of required work is necessary for a student to be counted as actively enrolled in a given week. Active enrollment is defined as follows:
·
GED on
TV, GED Connections, Another Page, Learn to Read, Math Basics, Connect with
English - Students view the lesson on television, complete required work at
home and speak to the teacher by phone to review the work. The log record of
the phone contact documents active enrollment. These are the only distance
learning programs for which phone contact alone is sufficient to consider the
student active.
·
GRASP,
Crossroads Café Home Study, CFLS Home Study, Health Promotions Home Study - These programs are designed so that
each student completes a packet representing two weeks work before
submission. The instructor receives,
corrects and sends packets on a two-week cycle.
For this reason, the preparation and sending of a new packet to a GRASP
student after the previous packet has been received and corrected enables the
agency to consider the student as active for two weeks. These students can
never be considered active by virtue of a phone contact alone. One instructional hour is claimed for the
two-week period for each active student (see section 303.03). Also, the sending of the first two packets to
these students may be claimed at one instructional hour each. While the library delivery system is by far
the most cost-effective method of delivering packets, they can also be hand-delivered
or sent through the mail.
· Citizenship Home Study - To be considered an active student, the teacher must receive, correct, prepare and send out required work representing one week of student effort. These packets can be hand-delivered, mailed, or delivered through local library systems. The receipt and sending out of the unit of work must be documented. Students in these programs can never be considered active by virtue of a phone contact alone.
· External Diploma Program - In this program, the student meets with the teacher to review a weeks required work. The teacher assigns new work during this session. The student can be considered active on the day of the meeting as long as he/she has completed required work prior to the meeting.
While it is generally expected that distance learning students should complete approximately the same amount of work as a student in a traditional classroom, there is no standard for student hours spent at home. While the calculation is not based on the amount of work a student does at home, many of the programs consider that a week's work should take the student approximately six hours.
303.02 - Calculating contact hours and EPE that can be claimed in distance learning programs
In the distance learning formula, it is actually the number of instructional hours that determines the amount of EPE generated. That is why the key documentation involves the instructor logs and records of packets received and sent out or student contacts. Time the teacher spends in academic activities related to delivery of the program can be counted as instructional hours. This includes activities such as reviewing or preparing lessons, phone or personal contacts with students related to instruction, student assessment, or lesson planning. In no event can more instructional hours be claimed than the maximum. Time spent in non-academic counseling or transporting packets can not be considered instructional hours.
The formula works as follows:
1. Identifying Active Enrollment
Using the definitions in section 303.01, identify the number of students that fulfill the requirements for being considered "active".
2. Calculate Maximum Instructional Hours per Week
Multiply the active enrollment for the week by .5 to determine the maximum number of instructional hours that can be claimed.
|
Active Enrollment x .5 = Maximum Instructional Hours |
3. Calculate Allowable Instructional Hours per Week
Determine how many hours the teacher can document that they actually worked (see above). If the actual number was less than the maximum, then the actual hours should be used (rounded to the nearest 15 minutes or .25 hours). If the actual number was equal to or more than the maximum, then the maximum should be used.
4. Calculate EPE That Can be Claimed
Multiply the allowable instructional hours by 12. This will determine the number of EPE contact hours that can be claimed.
|
Allowable Instructional Hours x 12 = EPE Contact Hours |
5. Calculate EPE that can be Claimed
Example 1 - Active enrollment of 10 and teacher worked 5 or more hours in a given week:
· Use maximum instructional hours - active enrollment of 10 x maximum allowable instructional hours per student of .5 = 5 instructional hours.
· Multiply maximum instructional hours of 5 x 12 = 60 total EPE contact hours that can be claimed.
·