ࡱ> J!#      %;<egikmo q!!g""^##}$ t bjbj 2Z+0 CJ9J9FFFFF!I!I!IM^W!I5ѵz,K|sL$  CD44444448@;J4F?"^??4FF,4?R!FF4?4A\9BљF!Ia6 n4405 .;IkT;99;F! y)2844{T5????;J9 SE:  2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements Unique ID Version Table of Contents  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc347133861" Data Submission Purpose  PAGEREF _Toc347133861 \h 1  HYPERLINK \l "_Toc347133862" Data Submission Requirements  PAGEREF _Toc347133862 \h 1  HYPERLINK \l "_Toc347133863" Data File Layouts  PAGEREF _Toc347133863 \h 2  HYPERLINK \l "_Toc347133864" PEIMS Records Submission Schedule  PAGEREF _Toc347133864 \h 3  HYPERLINK \l "_Toc347133865" Organization Data  PAGEREF _Toc347133865 \h 4  HYPERLINK \l "_Toc347133866" 010 ORGANIZATION DATA - DISTRICT  PAGEREF _Toc347133866 \h 4  HYPERLINK \l "_Toc347133867" Description  PAGEREF _Toc347133867 \h 4  HYPERLINK \l "_Toc347133868" Business Rules  PAGEREF _Toc347133868 \h 4  HYPERLINK \l "_Toc347133869" Reporting Requirements  PAGEREF _Toc347133869 \h 4  HYPERLINK \l "_Toc347133870" Special Reporting Requirements  PAGEREF _Toc347133870 \h 4  HYPERLINK \l "_Toc347133871" Example  PAGEREF _Toc347133871 \h 5  HYPERLINK \l "_Toc347133872" 011 ORGANIZATION DATA - SHARED SERVICES ARRANGEMENT  PAGEREF _Toc347133872 \h 6  HYPERLINK \l "_Toc347133873" Description  PAGEREF _Toc347133873 \h 6  HYPERLINK \l "_Toc347133874" Business Rules  PAGEREF _Toc347133874 \h 6  HYPERLINK \l "_Toc347133875" Reporting Requirements  PAGEREF _Toc347133875 \h 7  HYPERLINK \l "_Toc347133876" Special Reporting Requirements  PAGEREF _Toc347133876 \h 7  HYPERLINK \l "_Toc347133877" Example #1  PAGEREF _Toc347133877 \h 8  HYPERLINK \l "_Toc347133878" Example #2  PAGEREF _Toc347133878 \h 9  HYPERLINK \l "_Toc347133879" Example #3  PAGEREF _Toc347133879 \h 10  HYPERLINK \l "_Toc347133880" Example #4  PAGEREF _Toc347133880 \h 11  HYPERLINK \l "_Toc347133881" Example #5  PAGEREF _Toc347133881 \h 12  HYPERLINK \l "_Toc347133882" 020 ORGANIZATION DATA - CAMPUSES  PAGEREF _Toc347133882 \h 13  HYPERLINK \l "_Toc347133883" Description  PAGEREF _Toc347133883 \h 13  HYPERLINK \l "_Toc347133884" Business Rules  PAGEREF _Toc347133884 \h 13  HYPERLINK \l "_Toc347133885" Reporting Requirements  PAGEREF _Toc347133885 \h 13  HYPERLINK \l "_Toc347133886" Special Reporting Requirements  PAGEREF _Toc347133886 \h 13  HYPERLINK \l "_Toc347133887" Example  PAGEREF _Toc347133887 \h 14  HYPERLINK \l "_Toc347133888" 030 DISTRICT FINANCE DATA - BUDGET  PAGEREF _Toc347133888 \h 15  HYPERLINK \l "_Toc347133889" Description  PAGEREF _Toc347133889 \h 15  HYPERLINK \l "_Toc347133890" Business Rules  PAGEREF _Toc347133890 \h 15  HYPERLINK \l "_Toc347133891" Reporting Requirements  PAGEREF _Toc347133891 \h 18  HYPERLINK \l "_Toc347133892" Special Reporting Requirements  PAGEREF _Toc347133892 \h 19  HYPERLINK \l "_Toc347133893" Example #1  PAGEREF _Toc347133893 \h 20  HYPERLINK \l "_Toc347133894" Example #2  PAGEREF _Toc347133894 \h 21  HYPERLINK \l "_Toc347133895" Example #3  PAGEREF _Toc347133895 \h 22  HYPERLINK \l "_Toc347133896" Example #4  PAGEREF _Toc347133896 \h 23  HYPERLINK \l "_Toc347133897" 032 DISTRICT FINANCE DATA - ACTUAL  PAGEREF _Toc347133897 \h 24  HYPERLINK \l "_Toc347133898" Description  PAGEREF _Toc347133898 \h 24  HYPERLINK \l "_Toc347133899" Business Rules  PAGEREF _Toc347133899 \h 24  HYPERLINK \l "_Toc347133900" Reporting Requirements  PAGEREF _Toc347133900 \h 28  HYPERLINK \l "_Toc347133901" Special Reporting Requirements  PAGEREF _Toc347133901 \h 29  HYPERLINK \l "_Toc347133902" Example #1  PAGEREF _Toc347133902 \h 30  HYPERLINK \l "_Toc347133903" Example #2  PAGEREF _Toc347133903 \h 31  HYPERLINK \l "_Toc347133904" Example #3  PAGEREF _Toc347133904 \h 32  HYPERLINK \l "_Toc347133905" Example #4  PAGEREF _Toc347133905 \h 35  HYPERLINK \l "_Toc347133906" Example #5  PAGEREF _Toc347133906 \h 37  HYPERLINK \l "_Toc347133907" 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL  PAGEREF _Toc347133907 \h 39  HYPERLINK \l "_Toc347133908" Description  PAGEREF _Toc347133908 \h 39  HYPERLINK \l "_Toc347133909" Business Rules  PAGEREF _Toc347133909 \h 39  HYPERLINK \l "_Toc347133910" Reporting Requirements  PAGEREF _Toc347133910 \h 40  HYPERLINK \l "_Toc347133911" Special Reporting Requirements  PAGEREF _Toc347133911 \h 40  HYPERLINK \l "_Toc347133912" Example #1  PAGEREF _Toc347133912 \h 41  HYPERLINK \l "_Toc347133913" Example #2  PAGEREF _Toc347133913 \h 42  HYPERLINK \l "_Toc347133914" Example #3  PAGEREF _Toc347133914 \h 43  HYPERLINK \l "_Toc347133915" Example #4  PAGEREF _Toc347133915 \h 44  HYPERLINK \l "_Toc347133916" Staff Data  PAGEREF _Toc347133916 \h 45  HYPERLINK \l "_Toc347133917" 040 STAFF DATA - IDENTIFICATION/DEMOGRAPHIC  PAGEREF _Toc347133917 \h 45  HYPERLINK \l "_Toc347133918" Description  PAGEREF _Toc347133918 \h 45  HYPERLINK \l "_Toc347133919" Business Rules  PAGEREF _Toc347133919 \h 45  HYPERLINK \l "_Toc347133920" Reporting Requirements  PAGEREF _Toc347133920 \h 46  HYPERLINK \l "_Toc347133921" Special Reporting Requirements  PAGEREF _Toc347133921 \h 47  HYPERLINK \l "_Toc347133922" Example #1  PAGEREF _Toc347133922 \h 48  HYPERLINK \l "_Toc347133923" Example #2  PAGEREF _Toc347133923 \h 49  HYPERLINK \l "_Toc347133924" 043 STAFF DATA - DEMOGRAPHIC  PAGEREF _Toc347133924 \h 50  HYPERLINK \l "_Toc347133925" Description  PAGEREF _Toc347133925 \h 50  HYPERLINK \l "_Toc347133926" Business Rules  PAGEREF _Toc347133926 \h 50  HYPERLINK \l "_Toc347133927" Reporting Requirements  PAGEREF _Toc347133927 \h 51  HYPERLINK \l "_Toc347133928" Special Reporting Requirements  PAGEREF _Toc347133928 \h 52  HYPERLINK \l "_Toc347133929" Example  PAGEREF _Toc347133929 \h 53  HYPERLINK \l "_Toc347133930" 045 STAFF DATA - STAFF ID NUMBER CHANGE  PAGEREF _Toc347133930 \h 55  HYPERLINK \l "_Toc347133931" Description  PAGEREF _Toc347133931 \h 55  HYPERLINK \l "_Toc347133932" Business Rules  PAGEREF _Toc347133932 \h 55  HYPERLINK \l "_Toc347133933" Reporting Requirements  PAGEREF _Toc347133933 \h 55  HYPERLINK \l "_Toc347133934" Special Reporting Requirements  PAGEREF _Toc347133934 \h 55  HYPERLINK \l "_Toc347133935" Example  PAGEREF _Toc347133935 \h 56  HYPERLINK \l "_Toc347133936" 050 STAFF DATA - EMPLOYMENT- PAYROLL SUMMARY  PAGEREF _Toc347133936 \h 57  HYPERLINK \l "_Toc347133937" Description  PAGEREF _Toc347133937 \h 57  HYPERLINK \l "_Toc347133938" Business Rules  PAGEREF _Toc347133938 \h 57  HYPERLINK \l "_Toc347133939" Reporting Requirements  PAGEREF _Toc347133939 \h 58  HYPERLINK \l "_Toc347133940" Special Reporting Requirements  PAGEREF _Toc347133940 \h 58  HYPERLINK \l "_Toc347133941" Example #1  PAGEREF _Toc347133941 \h 59  HYPERLINK \l "_Toc347133942" Example #2  PAGEREF _Toc347133942 \h 60  HYPERLINK \l "_Toc347133943" Example #3  PAGEREF _Toc347133943 \h 61  HYPERLINK \l "_Toc347133944" 055 DISTRICT FINANCE DATA - CONTRACTED INSTRUCTIONAL STAFF  PAGEREF _Toc347133944 \h 62  HYPERLINK \l "_Toc347133945" Description  PAGEREF _Toc347133945 \h 62  HYPERLINK \l "_Toc347133946" Business Rules  PAGEREF _Toc347133946 \h 62  HYPERLINK \l "_Toc347133947" Reporting Requirements  PAGEREF _Toc347133947 \h 63  HYPERLINK \l "_Toc347133948" Special Reporting Requirements  PAGEREF _Toc347133948 \h 63  HYPERLINK \l "_Toc347133949" Example  PAGEREF _Toc347133949 \h 64  HYPERLINK \l "_Toc347133950" 060 STAFF DATA - EMPLOYMENT PAYROLL ACCOUNTING  PAGEREF _Toc347133950 \h 65  HYPERLINK \l "_Toc347133951" Description  PAGEREF _Toc347133951 \h 65  HYPERLINK \l "_Toc347133952" Business Rules  PAGEREF _Toc347133952 \h 65  HYPERLINK \l "_Toc347133953" Reporting Requirements  PAGEREF _Toc347133953 \h 67  HYPERLINK \l "_Toc347133954" Special Reporting Requirements  PAGEREF _Toc347133954 \h 68  HYPERLINK \l "_Toc347133955" Example #1  PAGEREF _Toc347133955 \h 69  HYPERLINK \l "_Toc347133956" Example #2  PAGEREF _Toc347133956 \h 70  HYPERLINK \l "_Toc347133957" Example #3  PAGEREF _Toc347133957 \h 71  HYPERLINK \l "_Toc347133958" Example #4  PAGEREF _Toc347133958 \h 72  HYPERLINK \l "_Toc347133959" Example #5  PAGEREF _Toc347133959 \h 73  HYPERLINK \l "_Toc347133960" Example #6  PAGEREF _Toc347133960 \h 74  HYPERLINK \l "_Toc347133961" 090 STAFF DATA - RESPONSIBILITIES  PAGEREF _Toc347133961 \h 75  HYPERLINK \l "_Toc347133962" Description  PAGEREF _Toc347133962 \h 75  HYPERLINK \l "_Toc347133963" Business Rules  PAGEREF _Toc347133963 \h 75  HYPERLINK \l "_Toc347133964" Reporting Requirements  PAGEREF _Toc347133964 \h 80  HYPERLINK \l "_Toc347133965" Special Reporting Requirements  PAGEREF _Toc347133965 \h 86  HYPERLINK \l "_Toc347133966" Example #1  PAGEREF _Toc347133966 \h 87  HYPERLINK \l "_Toc347133967" Example #2  PAGEREF _Toc347133967 \h 88  HYPERLINK \l "_Toc347133968" Example #3  PAGEREF _Toc347133968 \h 89  HYPERLINK \l "_Toc347133969" Example #4  PAGEREF _Toc347133969 \h 91  HYPERLINK \l "_Toc347133970" Example #5  PAGEREF _Toc347133970 \h 95  HYPERLINK \l "_Toc347133971" Example #6  PAGEREF _Toc347133971 \h 96  HYPERLINK \l "_Toc347133972" Example #7  PAGEREF _Toc347133972 \h 97  HYPERLINK \l "_Toc347133973" Example #8  PAGEREF _Toc347133973 \h 99  HYPERLINK \l "_Toc347133974" Student Data  PAGEREF _Toc347133974 \h 101  HYPERLINK \l "_Toc347133975" 100 STUDENT DATA - IDENTIFICATION  PAGEREF _Toc347133975 \h 101  HYPERLINK \l "_Toc347133976" Description  PAGEREF _Toc347133976 \h 101  HYPERLINK \l "_Toc347133977" Business Rules  PAGEREF _Toc347133977 \h 101  HYPERLINK \l "_Toc347133978" Reporting Requirements  PAGEREF _Toc347133978 \h 104  HYPERLINK \l "_Toc347133979" Special Reporting Requirements  PAGEREF _Toc347133979 \h 106  HYPERLINK \l "_Toc347133980" Example  PAGEREF _Toc347133980 \h 107  HYPERLINK \l "_Toc347133981" 101 STUDENT DATA -DEMOGRAPHIC  PAGEREF _Toc347133981 \h 108  HYPERLINK \l "_Toc347133982" Description  PAGEREF _Toc347133982 \h 108  HYPERLINK \l "_Toc347133983" Business Rules  PAGEREF _Toc347133983 \h 108  HYPERLINK \l "_Toc347133984" Reporting Requirements  PAGEREF _Toc347133984 \h 117  HYPERLINK \l "_Toc347133985" Special Reporting Requirements  PAGEREF _Toc347133985 \h 118  HYPERLINK \l "_Toc347133986" Example #1  PAGEREF _Toc347133986 \h 121  HYPERLINK \l "_Toc347133987" Example #2  PAGEREF _Toc347133987 \h 124  HYPERLINK \l "_Toc347133988" Example #3  PAGEREF _Toc347133988 \h 127  HYPERLINK \l "_Toc347133989" Example #4  PAGEREF _Toc347133989 \h 130  HYPERLINK \l "_Toc347133990" 102 STUDENT DATA TX-UNIQUE-STUDENT-ID  PAGEREF _Toc347133990 \h 132  HYPERLINK \l "_Toc347133991" Description  PAGEREF _Toc347133991 \h 132  HYPERLINK \l "_Toc347133992" Business Rules  PAGEREF _Toc347133992 \h 132  HYPERLINK \l "_Toc347133993" Reporting Requirements  PAGEREF _Toc347133993 \h 132  HYPERLINK \l "_Toc347133994" Special Reporting Requirements  PAGEREF _Toc347133994 \h 132  HYPERLINK \l "_Toc347133995" Example  PAGEREF _Toc347133995 \h 133  HYPERLINK \l "_Toc347133996" 105 STUDENT DATA - STUDENT  PAGEREF _Toc347133996 \h 134  HYPERLINK \l "_Toc347133997" Description  PAGEREF _Toc347133997 \h 134  HYPERLINK \l "_Toc347133998" Business Rules  PAGEREF _Toc347133998 \h 134  HYPERLINK \l "_Toc347133999" Reporting Requirements  PAGEREF _Toc347133999 \h 134  HYPERLINK \l "_Toc347134000" Special Reporting Requirements  PAGEREF _Toc347134000 \h 134  HYPERLINK \l "_Toc347134001" Example #1  PAGEREF _Toc347134001 \h 135  HYPERLINK \l "_Toc347134002" Example #2  PAGEREF _Toc347134002 \h 136  HYPERLINK \l "_Toc347134003" 110 STUDENT DATA - ENROLLMENT  PAGEREF _Toc347134003 \h 138  HYPERLINK \l "_Toc347134004" Description  PAGEREF _Toc347134004 \h 138  HYPERLINK \l "_Toc347134005" Business Rules  PAGEREF _Toc347134005 \h 138  HYPERLINK \l "_Toc347134006" Reporting Requirements  PAGEREF _Toc347134006 \h 144  HYPERLINK \l "_Toc347134007" Special Reporting Requirements  PAGEREF _Toc347134007 \h 145  HYPERLINK \l "_Toc347134008" Example #1  PAGEREF _Toc347134008 \h 147  HYPERLINK \l "_Toc347134009" Example #2  PAGEREF _Toc347134009 \h 149  HYPERLINK \l "_Toc347134010" Example #3  PAGEREF _Toc347134010 \h 151  HYPERLINK \l "_Toc347134011" 163 STUDENT DATA - SPECIAL EDUCATION  PAGEREF _Toc347134011 \h 153  HYPERLINK \l "_Toc347134012" Description  PAGEREF _Toc347134012 \h 153  HYPERLINK \l "_Toc347134013" Business Rules  PAGEREF _Toc347134013 \h 153  HYPERLINK \l "_Toc347134014" Reporting Requirements  PAGEREF _Toc347134014 \h 162  HYPERLINK \l "_Toc347134015" Special Reporting Requirements  PAGEREF _Toc347134015 \h 162  HYPERLINK \l "_Toc347134016" Example  PAGEREF _Toc347134016 \h 163  HYPERLINK \l "_Toc347134017" 169 STUDENT DATA - CAREER AND TECHNICAL EDUCATION (CTE) PROGRAM  PAGEREF _Toc347134017 \h 165  HYPERLINK \l "_Toc347134018" Description  PAGEREF _Toc347134018 \h 165  HYPERLINK \l "_Toc347134019" Business Rules  PAGEREF _Toc347134019 \h 165  HYPERLINK \l "_Toc347134020" Reporting Requirements  PAGEREF _Toc347134020 \h 166  HYPERLINK \l "_Toc347134021" Special Reporting Requirements  PAGEREF _Toc347134021 \h 166  HYPERLINK \l "_Toc347134022" Example  PAGEREF _Toc347134022 \h 167  HYPERLINK \l "_Toc347134023" 170 STUDENT DATA - CAREER AND TECHNICAL EDUCATION (CTE) COURSE  PAGEREF _Toc347134023 \h 168  HYPERLINK \l "_Toc347134024" Description  PAGEREF _Toc347134024 \h 168  HYPERLINK \l "_Toc347134025" Business Rules  PAGEREF _Toc347134025 \h 168  HYPERLINK \l "_Toc347134026" Reporting Requirements  PAGEREF _Toc347134026 \h 168  HYPERLINK \l "_Toc347134027" Special Reporting Requirements  PAGEREF _Toc347134027 \h 169  HYPERLINK \l "_Toc347134028" Example  PAGEREF _Toc347134028 \h 170  HYPERLINK \l "_Toc347134029" 203 SCHOOL LEAVER DATA - STUDENT  PAGEREF _Toc347134029 \h 171  HYPERLINK \l "_Toc347134030" Description  PAGEREF _Toc347134030 \h 171  HYPERLINK \l "_Toc347134031" Business Rules  PAGEREF _Toc347134031 \h 171  HYPERLINK \l "_Toc347134032" Reporting Requirements  PAGEREF _Toc347134032 \h 176  HYPERLINK \l "_Toc347134033" Special Reporting Requirements  PAGEREF _Toc347134033 \h 178  HYPERLINK \l "_Toc347134034" Example #1  PAGEREF _Toc347134034 \h 179  HYPERLINK \l "_Toc347134035" Example #2  PAGEREF _Toc347134035 \h 180  HYPERLINK \l "_Toc347134036" 300 COURSE SECTION DATA CAMPUS  PAGEREF _Toc347134036 \h 181  HYPERLINK \l "_Toc347134037" Description  PAGEREF _Toc347134037 \h 181  HYPERLINK \l "_Toc347134038" Business Rules  PAGEREF _Toc347134038 \h 181  HYPERLINK \l "_Toc347134039" Reporting Requirements  PAGEREF _Toc347134039 \h 183  HYPERLINK \l "_Toc347134040" Special Reporting Requirements  PAGEREF _Toc347134040 \h 184  HYPERLINK \l "_Toc347134041" Example #1  PAGEREF _Toc347134041 \h 185  HYPERLINK \l "_Toc347134042" Example #2  PAGEREF _Toc347134042 \h 187  HYPERLINK \l "_Toc347134043" Example #3  PAGEREF _Toc347134043 \h 188  HYPERLINK \l "_Toc347134044" Example #4  PAGEREF _Toc347134044 \h 190  HYPERLINK \l "_Toc347134045" 305 STAFF DATA TEACHER CLASS ASSIGNMENT  PAGEREF _Toc347134045 \h 192  HYPERLINK \l "_Toc347134046" Description  PAGEREF _Toc347134046 \h 192  HYPERLINK \l "_Toc347134047" Business Rules  PAGEREF _Toc347134047 \h 192  HYPERLINK \l "_Toc347134048" Reporting Requirements  PAGEREF _Toc347134048 \h 194  HYPERLINK \l "_Toc347134049" Special Reporting Requirements  PAGEREF _Toc347134049 \h 195  HYPERLINK \l "_Toc347134050" Example #1  PAGEREF _Toc347134050 \h 196  HYPERLINK \l "_Toc347134051" Example #2  PAGEREF _Toc347134051 \h 198  HYPERLINK \l "_Toc347134052" Example #3  PAGEREF _Toc347134052 \h 200  HYPERLINK \l "_Toc347134053" Example #4  PAGEREF _Toc347134053 \h 202  HYPERLINK \l "_Toc347134054" 400 BASIC ATTENDANCE DATA - STUDENT  PAGEREF _Toc347134054 \h 205  HYPERLINK \l "_Toc347134055" Description  PAGEREF _Toc347134055 \h 205  HYPERLINK \l "_Toc347134056" Business Rules  PAGEREF _Toc347134056 \h 205  HYPERLINK \l "_Toc347134057" Reporting Requirements  PAGEREF _Toc347134057 \h 209  HYPERLINK \l "_Toc347134058" Special Reporting Requirements  PAGEREF _Toc347134058 \h 210  HYPERLINK \l "_Toc347134059" Example #1  PAGEREF _Toc347134059 \h 211  HYPERLINK \l "_Toc347134060" Example #2  PAGEREF _Toc347134060 \h 213  HYPERLINK \l "_Toc347134061" Example #3  PAGEREF _Toc347134061 \h 215  HYPERLINK \l "_Toc347134062" Example #4  PAGEREF _Toc347134062 \h 217  HYPERLINK \l "_Toc347134063" Example #5  PAGEREF _Toc347134063 \h 219  HYPERLINK \l "_Toc347134064" Example #6  PAGEREF _Toc347134064 \h 221  HYPERLINK \l "_Toc347134065" Example #7  PAGEREF _Toc347134065 \h 223  HYPERLINK \l "_Toc347134066" 405 SPECIAL EDUCATION ATTENDANCE DATA - STUDENT  PAGEREF _Toc347134066 \h 225  HYPERLINK \l "_Toc347134067" Description  PAGEREF _Toc347134067 \h 225  HYPERLINK \l "_Toc347134068" Business Rules and Reporting Requirements  PAGEREF _Toc347134068 \h 225  HYPERLINK \l "_Toc347134069" Reporting Requirements  PAGEREF _Toc347134069 \h 228  HYPERLINK \l "_Toc347134070" Special Reporting Requirements  PAGEREF _Toc347134070 \h 228  HYPERLINK \l "_Toc347134071" Example #1  PAGEREF _Toc347134071 \h 229  HYPERLINK \l "_Toc347134072" Example #2  PAGEREF _Toc347134072 \h 230  HYPERLINK \l "_Toc347134073" Example #3  PAGEREF _Toc347134073 \h 231  HYPERLINK \l "_Toc347134074" 408 STUDENT DATA - EXTENDED SCHOOL YEAR (ESY) SERVICES  PAGEREF _Toc347134074 \h 232  HYPERLINK \l "_Toc347134075" Description  PAGEREF _Toc347134075 \h 232  HYPERLINK \l "_Toc347134076" Business Rules  PAGEREF _Toc347134076 \h 232  HYPERLINK \l "_Toc347134077" Reporting Requirements  PAGEREF _Toc347134077 \h 233  HYPERLINK \l "_Toc347134078" Special Reporting Requirements  PAGEREF _Toc347134078 \h 233  HYPERLINK \l "_Toc347134079" Example #1  PAGEREF _Toc347134079 \h 234  HYPERLINK \l "_Toc347134080" 410 CAREER & TECHNICAL EDUCATION (CTE) ATTENDANCE- STUDENT  PAGEREF _Toc347134080 \h 235  HYPERLINK \l "_Toc347134081" Description  PAGEREF _Toc347134081 \h 235  HYPERLINK \l "_Toc347134082" Business Rules  PAGEREF _Toc347134082 \h 235  HYPERLINK \l "_Toc347134083" Reporting Requirements  PAGEREF _Toc347134083 \h 237  HYPERLINK \l "_Toc347134084" Special Reporting Requirements  PAGEREF _Toc347134084 \h 237  HYPERLINK \l "_Toc347134085" Example #1  PAGEREF _Toc347134085 \h 238  HYPERLINK \l "_Toc347134086" Example #2  PAGEREF _Toc347134086 \h 239  HYPERLINK \l "_Toc347134087" Example #3  PAGEREF _Toc347134087 \h 240  HYPERLINK \l "_Toc347134088" 415 COURSE COMPLETION DATA - STUDENT  PAGEREF _Toc347134088 \h 241  HYPERLINK \l "_Toc347134089" Description  PAGEREF _Toc347134089 \h 241  HYPERLINK \l "_Toc347134090" Business Rules  PAGEREF _Toc347134090 \h 241  HYPERLINK \l "_Toc347134091" Reporting Requirements  PAGEREF _Toc347134091 \h 244  HYPERLINK \l "_Toc347134092" Special Reporting Requirements  PAGEREF _Toc347134092 \h 245  HYPERLINK \l "_Toc347134093" Example #1  PAGEREF _Toc347134093 \h 246  HYPERLINK \l "_Toc347134094" Example #2  PAGEREF _Toc347134094 \h 248  HYPERLINK \l "_Toc347134095" Example #3  PAGEREF _Toc347134095 \h 250  HYPERLINK \l "_Toc347134096" Example #4  PAGEREF _Toc347134096 \h 252  HYPERLINK \l "_Toc347134097" Example #5  PAGEREF _Toc347134097 \h 254  HYPERLINK \l "_Toc347134098" 425 DISCIPLINARY ACTION DATA - STUDENT  PAGEREF _Toc347134098 \h 256  HYPERLINK \l "_Toc347134099" Description  PAGEREF _Toc347134099 \h 256  HYPERLINK \l "_Toc347134100" Business Rules and Reporting Requirements  PAGEREF _Toc347134100 \h 256  HYPERLINK \l "_Toc347134101" Reporting Requirements  PAGEREF _Toc347134101 \h 259  HYPERLINK \l "_Toc347134102" Special Reporting Requirements  PAGEREF _Toc347134102 \h 260  HYPERLINK \l "_Toc347134103" Example #1  PAGEREF _Toc347134103 \h 262  HYPERLINK \l "_Toc347134104" Example #2  PAGEREF _Toc347134104 \h 264  HYPERLINK \l "_Toc347134105" Example #3  PAGEREF _Toc347134105 \h 267  HYPERLINK \l "_Toc347134106" Example #4  PAGEREF _Toc347134106 \h 269  HYPERLINK \l "_Toc347134107" Example #5  PAGEREF _Toc347134107 \h 270  HYPERLINK \l "_Toc347134108" Example #6  PAGEREF _Toc347134108 \h 271  HYPERLINK \l "_Toc347134109" 435 STUDENT RESTRAINT - STUDENT  PAGEREF _Toc347134109 \h 272  HYPERLINK \l "_Toc347134110" Description  PAGEREF _Toc347134110 \h 272  HYPERLINK \l "_Toc347134111" Reporting Requirements  PAGEREF _Toc347134111 \h 274  HYPERLINK \l "_Toc347134112" Special Reporting Requirements  PAGEREF _Toc347134112 \h 274  HYPERLINK \l "_Toc347134113" Example #1  PAGEREF _Toc347134113 \h 276  HYPERLINK \l "_Toc347134114" Example #2  PAGEREF _Toc347134114 \h 278  HYPERLINK \l "_Toc347134115" 461 STUDENT DATA - TITLE I, PART A  PAGEREF _Toc347134115 \h 279  HYPERLINK \l "_Toc347134116" Description  PAGEREF _Toc347134116 \h 279  HYPERLINK \l "_Toc347134117" Business Rules  PAGEREF _Toc347134117 \h 279  HYPERLINK \l "_Toc347134118" Reporting Requirements  PAGEREF _Toc347134118 \h 281  HYPERLINK \l "_Toc347134119" Special Reporting Requirements  PAGEREF _Toc347134119 \h 281  HYPERLINK \l "_Toc347134120" Example #1  PAGEREF _Toc347134120 \h 282  HYPERLINK \l "_Toc347134121" Example #2  PAGEREF _Toc347134121 \h 283  HYPERLINK \l "_Toc347134122" Example #3  PAGEREF _Toc347134122 \h 284  HYPERLINK \l "_Toc347134123" Example #4  PAGEREF _Toc347134123 \h 285  HYPERLINK \l "_Toc347134124" 500 FLEXIBLE ATTENDANCE DATA - STUDENT  PAGEREF _Toc347134124 \h 286  HYPERLINK \l "_Toc347134125" Description  PAGEREF _Toc347134125 \h 286  HYPERLINK \l "_Toc347134126" Business Rules  PAGEREF _Toc347134126 \h 286  HYPERLINK \l "_Toc347134127" Reporting Requirements  PAGEREF _Toc347134127 \h 292  HYPERLINK \l "_Toc347134128" Special Reporting Requirements  PAGEREF _Toc347134128 \h 292  HYPERLINK \l "_Toc347134129" Example #1  PAGEREF _Toc347134129 \h 293  HYPERLINK \l "_Toc347134130" Example #2  PAGEREF _Toc347134130 \h 295  HYPERLINK \l "_Toc347134131" 505 SPECIAL EDUCATION FLEXIBLE ATTENDANCE DATA - STUDENT  PAGEREF _Toc347134131 \h 297  HYPERLINK \l "_Toc347134132" Description  PAGEREF _Toc347134132 \h 297  HYPERLINK \l "_Toc347134133" Business Rules  PAGEREF _Toc347134133 \h 297  HYPERLINK \l "_Toc347134134" Reporting Requirements  PAGEREF _Toc347134134 \h 301  HYPERLINK \l "_Toc347134135" Special Reporting Requirements  PAGEREF _Toc347134135 \h 301  HYPERLINK \l "_Toc347134136" Example #1  PAGEREF _Toc347134136 \h 302  HYPERLINK \l "_Toc347134137" 510 CAREER & TECHNICAL EDUCATION (CTE) FLEXIBLE ATTENDANCE - STUDENT  PAGEREF _Toc347134137 \h 303  HYPERLINK \l "_Toc347134138" Description  PAGEREF _Toc347134138 \h 303  HYPERLINK \l "_Toc347134139" Business Rules  PAGEREF _Toc347134139 \h 303  HYPERLINK \l "_Toc347134140" Reporting Requirements  PAGEREF _Toc347134140 \h 306  HYPERLINK \l "_Toc347134141" Special Reporting Requirements  PAGEREF _Toc347134141 \h 307  HYPERLINK \l "_Toc347134142" Example  PAGEREF _Toc347134142 \h 308  Data Submission Purpose The data that is reported to the Public Education Information Management System (PEIMS) is used to analyze Texas public education data through data reports, evaluations, AEIS/Accountability ratings, and funding calculations. Data Submission Requirements The PEIMS data consists of five categories: organization, district finance (budget, payroll, and actual), course section, staff, and student. A record layout(s) format is specified for the reporting of data within each category. These record layouts are mandatory for data submission for each school district, charter school, and education service centers (ESCs) when submitting PEIMS data to the ˿Ƶ (TEA). Throughout the PEIMS Data Standards documentation, school districts and charter schools will be jointly referred to as local education agencies (LEAs). Education service centers will be referred to as ESCs. LEAs and ESCs should think of the PEIMS reporting requirements in terms of the submission of a set of data files rather than the filing of a report. Data extracted from a LEAs student information system (SIS), whether automated or not, must be formatted according to the specified record layouts for each PEIMS submission. Every LEA and ESC in the state will use the same record layout to submit data, regardless of the degree of sophistication of its SIS and/or data processing facility. The school district's data files will be processed through the PEIMS data editor when loaded to the EDIT+ system at the ˿Ƶ (TEA). All fatal errors that are identified must be corrected before the TEA will accept a LEA or ESCs PEIMS data. Special warning and warning edits must be reviewed for data accuracy by the appropriate LEA and ESC staff before the data is approved by the same. PEIMS data is collected four times each school year. The collections are Submission 1 (Fall Snapshot (including student leaver) data), Submission 2 (Mid-Year (prior year financial actual) data), Submission 3 (Summer (school year attendance) data), and Submission 4 (Extended Year (summer program) data). This section of the PEIMS Data Standards includes data file layouts, which provide a chart (on the following page) to show the relationship of data submission files to record types. Also described, for each record type, is the following information on the data submission for the current school year, both for school districts submission of data to the ESCs and the ESCs submission of data to TEA: record type information which summarizes the purpose of the data record, and documents the description of the data record, each required data elements business rule(s), the data reporting requirements, and special data reporting requirements related to each particular record type; data submission record layouts which specify the format for each record type; and data file examples, which provide examples of how to code the record layouts for each category of data. Data File Layouts Relationship of Data Files to Record Type The following chart shows the relationship of data submission files to record types. FileRecord Length In BytesRecord TypeRecord CodeOrganization80District Shared Services Arrangement Campus010 011 020Finance80Budget Actual Shared Services Arrangement Actual030 032 033Course Section80Course Section300Staff80Basic Information Input Demographic ID Number Change Employment - Payroll Summary Contracted Instructional Staff Employment - Payroll Accounting Responsibility Teacher Class Assignment040 043 045 050 055 060 090 305Student80Identification Demographic Student Data Enrollment Special Education Program Career and Technical Program Career and Technical Course School Leaver Basic Attendance Special Education Attendance Extended School Year Services Career and Technical Education Course Completion Disciplinary Action Special Education Child Restraint Title I, Part A Program Flexible Attendance Special Education Flexible Attendance Career and Technical Flexible Attendance100 101 105 110 163 169 170 203 400 405 408 410 415 425 435 461 500 505 510 PEIMS Records Submission Schedule The following chart illustrates the applicability of each PEIMS record to each Submission. Record TypeSubmission 1Submission 2Submission 3Submission 4010XXXX011XX020XXXX030X032X033X040XX043XX045XX050XX055X060X090X100XXX101XXX102XXX105XXX110X163X169X170X203X300X305X400X405X408X410X415XX425X435X461X500XX505XX510XX Organization Data The organization data provides information about the Texas public school organizations, which include education service centers, school districts, charter schools, and campuses. Additionally, shared service arrangement (SSA) participation data is also reported for each organization type where applicable. 010 ORGANIZATION DATA - DISTRICT Record Type CodeDistrict IDDistrict NameFillerE0755E0212E0213C042Columns 1 - 3Columns 4 9Columns 10 - 43Columns 44 80010010 Description The 010 Organization Data record identifies the education service center (ESC), school district (LEA), or charter school (LEA) that is reporting PEIMS data for a particular PEIMS collection. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 010 District record must match the value for the LEA county district number in the PEIMS submission file name. DISTRICT-NAME (E0213) identifies the name of the school district as registered with the ˿Ƶ. Reporting Requirements Each LEA and ESC PEIMS data file must contain one and only one 010 District record for each applicable submission. A LEA or ESC cannot report the county district number of another LEA or ESC on the 010 District record within their own PEIMS data file. Special Reporting Requirements All LEA and ESC organization changes must be updated through the AskTED system prior to submitting its respective PEIMS data in order for the PEIMS system to accurately identify a LEA or ESC during the PEIMS data submission process. Example The following organizations exist: Texas ESC Learning ISD City Charter School The following represents how the organization data would be reported for each of the listed education organizations: Record Type CodeDistrict IDDistrict NameE0755E0212E0213C042Columns 1 - 3Columns 4 9Columns 10 - 43Texas ESC010999950Texas ESCLearning ISD010999999Learning ISDCity Charter School010999899City Charter School 011 ORGANIZATION DATA - SHARED SERVICES ARRANGEMENT Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDFillerE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 9Columns 10 11Columns 12 - 17Columns 18 - 80011011 Description The 011 Shared Services Arrangement Organization Data record identifies the ESC/LEA fiscal agents and the ESC and/or LEA member(s) for each type of shared services arrangement (SSA) that exists among two or more ESCs and or LEAs. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. For the purposes of the 011 SSA data, the DISTRICT-ID data element identifies the member ESC/LEA that is a member of a particular SSA type identified with the Shared Services Arrangement Type Codes (E0776). DISTRICT-ID is the member district ID number. DISTRICT-ID on the 011 Shared Services Arrangement record must match the value for DISTRICT-ID on the 010 District record. SHARED-SVC-ARRANGEMT-TYPE-CODE (E0776) indicates the type of program or service provided by a shared services arrangement. FISCAL-AGENT-DISTRICT-ID (E0777) is the county-district number of the shared services arrangement fiscal agent registered with the ˿Ƶ. If the fiscal agent is a county, enter the county number for the leftmost three digits of FISCAL-AGENT-DISTRICT-ID, and enter 000 for the rightmost three digits. The fiscal agent does not report a record for each shared services arrangement member district. Each district, whether fiscal agent or member, reports its own 011 record(s). This is different from the 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record reporting, where only the fiscal agent reports the 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record details. When the fiscal agent enters its own 011 records, the fiscal agent reports a record for each shared services arrangement regardless of whether it participates as a member. For a fiscal agent, the DISTRICT-ID and FISCAL-AGENT-DISTRICT-ID will be the same. FISCAL-AGENT-DISTRICT-ID is the fiscal agent district ID number. The fiscal agent district is responsible for reporting: the actual financial data for the prior school year for the shared services arrangement, and personnel, payroll, and responsibility information for all administrative and all itinerant employees who are paid by the fiscal agent, whether or not these employees are shared by the member districts. Reporting Requirements Submission 1 A 011 SSA record must be reported by each ESC and LEA which participates in (are a member of) a SSA. This includes the ESCs and LEAs serving as fiscal agents for a particular SSA. When the fiscal agent enters its own 011 records, the fiscal agent reports a record for each shared services arrangement regardless of whether it participates as a member. For a fiscal agent, the DISTRICT-ID and FISCAL-AGENT-DISTRICT-ID will always be the same value. Submission 2 For each 011 record, there must be a 032 Financial Actual data record and a 033 SSA record with appropriate fund codes for the SSA financial reporting. Special Reporting Requirements The fiscal agent for a particular SSA does not report a 011 record for each shared services arrangement member district. Each ESC and LEA, whether a fiscal agent of, or a member of, a SSA, reports its own 011 record(s). This is different from the 033 SSA Financial Actual record reporting, where only the fiscal agent reports the financial expenditures for each of the SSA members. Example #1 Pioneer ISD (888-888) is a member of a special education shared services arrangement, an adult education shared services arrangement, and a gifted/talented shared services arrangement. Learning ISD (999-999) is the fiscal agent for all three shared services arrangements. This information is reported in the following way. Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 17011888888119999990118888880199999901188888805999999 Explanation of 011 Shared Services Arrangement Record Layout DISTRICT-ID 888888 indicates the district number for Pioneer ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 11 indicates special education shared services arrangement. FISCAL-AGENT-ID 999999 indicates that Learning ISD is the fiscal agent for the SSAs. SHARED-SVCS-ARRANGEMT-TYPE-CODE 01 indicates adult education shared services arrangement. SHARED-SVCS-ARRANGEMT-TYPE-CODE 05 indicates gifted/talented shared services arrangement. Example #2 Apple ISD (777-777) is the fiscal agent for two shared services arrangements - bilingual education and career and technical education. This information is reported in the following way. Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 11Columns 12 - 170117777770277777701177777709777777 Explanation of 011 Shared Services Arrangement Record Layout DISTRICT-ID 777777 indicates the district number for Apple ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 02 indicates bilingual education shared services arrangement. FISCAL-AGENT-ID 777777 indicates that Apple ISD is the fiscal agent for the SSAs. SHARED-SVCS-ARRANGEMT-TYPE-CODE 09 indicates career and technical education shared services arrangement. Example #3 (Resource Guide Models - FASRG Model #1) A shared services arrangement is formed for an ESEA, Title I, Part A Improving Basic Programs project. The funds are received from TEA. The combined entitlements for the two participating members are $100,000. One member district (Member #1) that acts as fiscal agent will pay $20,000 for a remedial reading teacher at campus 101. The other member district (Member #2) will pay $25,000 for a remedial reading teacher at campus 041. The fiscal agent will retain $25,000 to employ a remedial math teacher that will work 50% of the time at both schools, at the same campus as the reading programs. The remaining $30,000 will be retained by the fiscal agent to employ a program director to serve both school districts. This information is reported in the following way. Member #1 (fiscal agent and member) Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701144444404444444 Member #2 Input Record Type CodeDistrict IDShared Svcs Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701133333304444444 Explanation of 011 Shared Services Arrangement Record Layout DISTRICT-ID is 444444 for Member #1 ISD. DISTRICT-ID is 333333 for Member #2 ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 04 indicates compensatory or remedial education shared services arrangement. FISCAL-AGENT-ID is 444444 for Member #1 ISD serving as Fiscal Agent. Example #4 (Resource Guide Models - FASRG Model #2) The education service center acts as fiscal agent for an ESEA, Title I, Part C Education of Migratory Children project funded through TEA. All services are provided by the fiscal agent and no funds are passed through to the three member districts. The combined entitlement is $75,000. The education service center provides each school district a teacher who has a salary of $25,000 per year for the 5th grade. These teachers provide services which result in the extension of the school day to 5:00 p.m. While the curriculum is basic, the extended day assists the students in completing courses in a shorter school year. This information is reported in the following way. Member #1 Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701144444407777950Member #2 Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701133333307777950Member #3 Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701122222207777950Education Service Center (Fiscal Agent only not a member) Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701177795007777950Explanation of 011 Shared Services Arrangement Record Layout DISTRICT-ID is 444444 for Member #1 ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 07 indicates migrant education shared services arrangement. FISCAL-AGENT-ID is 777950 for Education Service Center serving as Fiscal Agent. DISTRICT-ID is 333333 for Member #2 ISD. DISTRICT-ID is 222222 for Member #3 ISD. DISTRICT-ID is 777950 for Education Service Center. Example #5 (Resource Guide Models - FASRG Model #3) Member district #1 acts as fiscal agent for a state/locally funded special education shared services arrangement that includes 1 other school district. Expenditures are allocated according to the example in the Financial Accountability System Resource Guide, section 1.3.3. Member school districts receive revenue from various sources (foundation fund revenue, tax revenue, etc.). These revenues are recorded in the General Fund and are to be used as the district deems appropriate with written established guidelines for operating purposes. The monies paid to the fiscal agent may not be identifiable as being from a specific revenue source. Periodically during the year, member school districts pay monies to the fiscal agent. Member school districts determine the payment amount based on predetermined criteria established in the shared services arrangement agreement. This information is reported in the following way. Member #1 (fiscal agent and member) Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701177777711777777Member #2 Input Record Type CodeDistrict IDShared-Svcs-Arrangemt-Type-CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701188888811777777Explanation of 011 Shared Services Arrangement Record Layout DISTRICT-ID is 777777 for Member #1 ISD. DISTRICT-ID is 888888 for Member #2 ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 11 indicates special education shared services arrangement. FISCAL-AGENT-ID is 777777 for Member #1 ISD serving as Fiscal Agent. 020 ORGANIZATION DATA - CAMPUSES Input Record Type CodeCampus IDCampus NameFillerE0755E0266E0267C042Columns 1 - 3Columns 4 - 12Columns 13 - 46Columns 47 - 80020020 Description The 020 Organization Data record identifies the schools that are operated by a LEA (school district or charter school). This includes the campus charters that are approved by the ˿Ƶ for certain school districts. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. CAMPUS-ID (E0266) indicates the unique campus identification number registered with the ˿Ƶ (TEA). It is the linking of DISTRICT-ID with the campus identification number. The campuses reported on the 020 Campus record must match a campus registered with the TEA for the current year. A campus must not be reported with a number greater than 698. The first 6 characters of CAMPUS-ID on this record must match the value of the DISTRICT-ID on the LEAs 010 District record. CAMPUS-NAME (E0267) identifies the name of the campus registered with the TEA as of the reporting date. Reporting Requirements Every LEA PEIMS data file must contain one 020 Campus record for each active instructional campus that is registered through AskTED with the ˿Ƶ. Failure to meet this minimum reporting requirement will result in fatal errors when attempting a data submission. A LEA cannot report the CAMPUS-ID of another LEA on the 020 Campus record. If a campus is registered with the TEA as an active instructional campus, excluding DAEPs and budgeted campuses, then there must be at least one 110 Student - Enrollment record with a matching CAMPUS-ID-OF-ENROLLMENT. Special Reporting Requirements All campus changes must be updated through AskTED in order for the PEIMS system to accurately identify the campuses within a school district or charter school. Example The following organizations exist: Learning ISD Learning High School Learning Middle School Learning Elementary City Charter School City High School City Middle School City Elementary The following represents how data would be reported: Input Record Type CodeCampus IDCampus NameE0755E0266E0267C042Columns 1 - 3Columns 4 - 12Columns 13 - 46Learning ISD020999999001LEARNING HIGH SCHOOL020999999041LEARNING MIDDLE SCHOOL020999999101LEARNING ELEMENTARYCity Charter School020999899001CITY HIGH SCHOOL020999899041CITY MIDDLE SCHOOL020999899101CITY ELEMENTARY SCHOOL 030 DISTRICT FINANCE DATA - BUDGET Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeBudget AmountFillerE0755E0212E0316E0317E0318E0319E0974E0320E0321C042C148C146C137C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35Columns 36 - 80030030 Description The 030 Budget Data record identifies the current school year ESC/LEA board adopted budget. The budget information reflects the ESC/LEA budget as it has been adopted as of the PEIMS fall snapshot date for the given school year. In some cases, the ESC/LEA board may have officially revised its budget after the beginning of the fiscal year due to local extenuating circumstances. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the TEA. DISTRICT-ID on the 030 Budget records must match the value for DISTRICT-ID on the LEA 010 District record. FUND-CODE (E0316) identifies the fund group and specific fund (when applicable) for actual financial data (032 and 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL records). FUND-CODE identifies the specific fund for budget (030 Budget record) and payroll (060 Staff - Employment Payroll Accounting Record). FUNCTION-CODE (E0317) identifies a general operational area and groups together related activities. Costs incurred for student activities which are not for instructional credit (high school credit in grades 9-12 and grade credit for other grades) are classified as function 36. Examples are University Interscholastic League (UIL) and co-curricular/extracurricular competition. Function 31, guidance, counseling, and evaluation services, is used to code special education related services for appraisers, psychologists, etc. OBJECT-CODE (E0318) identifies an account, a transaction, or a source of funds. It indicates the major account group to which a transaction is posted or to which the associated monies are related. The major account groups for PEIMS reporting include fund equity, revenue, other resources/non-operating revenue/residual equity transfers in, expenditures/expenses, and other uses/non-operating expenses/residual equity transfers out. ORGANIZATION-CODE (E0319) identifies the unique organizational unit within the district with which the account is associated. For campuses, this is the three-digit campus number registered with the ˿Ƶ. For non-campuses, this must be one of the administrative units required in the Resource Guide, or 998 or 999. Follow the Resource Guide rules for reporting organizations/campus IDs. CAMPUS-ID/Organization CodePurpose(s)000If OBJECT-CODE is not 61XX-66XX, then ORGANIZATION-CODE will be changed to 000 at TEA during data loading to the mainframe. Organization 000 should be used with all object codes outside the range of 6100-6600.001-698Campuses registered in the AskTED system as instructional699Use for reporting financial information about Summer School Organization 699 is to be used for all summer school budget reporting.700Not available for use by ESCs or LEAs (implemented by edits 0302R, 032XV, and 06095).701 - 703701 Organization Unit Superintendents Office (ISDs); Organization Unit Chief Administrators Office (Charter Schools) 702 Organization Unit School Board (ISDs); organization Unit Board Directors (Charter Schools) 703 Organization Unit Tax Costs (ISDs); not applicable to Charter Schools (Implemented by edits 0302Y,032YC)704 708Reserved for Future State Definition (FARSG p480) These codes are reserved for future state designation and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).709 719If used by ESCs or LEAs then codes must be converted to 720 (implemented by edits 0302R, 032XV, and 06095).720Organization unit Direct Costs in Function 41 (General Administration)721 725Reserved for Future State Definition (FARSG p481) These codes are reserved for future state designation and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).726 749If used by ESCs or LEAs then codes must be converted to 750 (implemented by edits 0302R, 032XV, and 06095).750Organization units Indirect Costs in Function 41 (General Administration), including Business Office/Personnel/Payroll/Human Resources/Purchasing751Fiscal Agent Shared Services Arrangements. (Not applicable to Charter School) (Implemented by edits 0302Y,032YC)752 799Reserved for Future State Definition (FARSG p482) These organization units are reserved for future state definition and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).800 - 997If used by ESCs or LEAs then codes must be converted to 999 (notification made with edits 0302T-0302V, 032XX-032XZ, and 06095)998Unallocated Organization Unit.999If OBJECT-CODE is 61XX-66XX, ORGANIZATION-CODE is less than 699, and no match of ORGANIZATION-CODE is found in the CAMPUS-ID table, ORGANIZATION-CODE will be changed to 999 at TEA during data loading (notification made with edits 0302S, 032XW, and 06096).If OBJECT-CODE is 61XX-66XX, ORGANIZATION-CODE is less than 699, and no match of ORGANIZATION-CODE is found in the CAMPUS-ID table, ORGANIZATION-CODE will be changed to 999 at TEA during the data load (notification made with edits 0302S, 032XW, and 06096). If OBJECT-CODE is not 61XX-66XX, then ORGANIZATION-CODE will be changed to 000 at TEA during the data load. FISCAL-YEAR (E0974) is the last digit of the fiscal year, e.g., the fiscal year is 4 for the 1993-94 fiscal year. For federal programs/projects, once a fiscal year code is assigned to a project that fiscal year code remains with the project until its termination, regardless of the fiscal year in which it terminates. For federal projects that lapse on June 30, the new project beginning on or after July 1 reflects the succeeding fiscal year's number. FISCAL-YEAR identifies the fiscal year for the fund. The FISCAL-YEAR should indicate the current fiscal year. Both digits of the FUNCTION-CODE should have meaningful values. The revenue OBJECT-CODE values should correspond to the greatest level of detail described in the Resource Guide, which is the third level object code (meaningful fourth digit). Although sub-object accounting, as described in the Resource Guide, is implemented in many districts, this is not reported through PEIMS. Expenditure OBJECT-CODE values are reported at the first level (meaningful second digit). The ORGANIZATION-CODE values reported should relate to all organizational units for which the district accounts. Code values associated with campus organizational units should match those registered with TEA. School districts may choose a fiscal year that begins on either July 1st or September 1st of each year. A school fiscal year that begins on July 1st will end on June 30th of the next calendar year. In lieu of making a change in this area, districts may continue the current fiscal year reporting period that begins on September 1st and ends on August 31st of the next calendar year. Budgetary planning activities are impacted for those school districts that decide to implement a fiscal year beginning on July 1st. Districts may delay implementation of a fiscal year start date of July 1st to any future fiscal year. In order to change the fiscal year start date to July 1, 2013, districts must file with TEA no later than June 30, 2012, a Notification of Intent to Change the Fiscal Year Start Date to July 1, 2013. This form (FIN-003) is available on the TEA website at HYPERLINK "http://www.tea.state.tx.us/school.finance/audit/FIN_003.pdf"http://www.tea.state.tx.us/school.finance/audit/FIN_003.pdf. In the first year of implementation, the financial accounting period will span ten months in those districts that opted to change, beginning September 1 and ending June 30. However, certain aspects of financial management and reporting will require adjustments in the first year of implementation. These adjustments are required since the state and federal fiscal years did not change, and the administration of state and federal regulatory activities, as well as state funding calculations under the Foundation School Program, require financial data on a 12-month reporting basis. This means that all financial data reported for the first year of implementation, except for the annual financial report, must be based on a 12-month reporting period, as follows: Budget financial data reported through PEIMS for the year of implementation must be on a 12-month basis for the period beginning September 1st and ending August 31st (two months beyond the July 1st start date of the following fiscal year); and Financial data prepared for the board of trustees for legal budget adoption purposes will be on a ten-month basis for the fiscal year beginning September 1st and ending June 30th, and must be supplemented with additional financial data prepared on a 12-month basis for information purposes and to support data reported to the public for tax rate decision-making processes. For all subsequent fiscal year periods following the first year of implementation of a July 1st fiscal year start date, all financial data will be reported on a 12-month basis spanning July 1st through June 30th. Please note that additional considerations may affect a school districts decision to implement a change in its fiscal year start date, including the installation of new financial accounting software and/or significant problems in internal financial management activities such as general ledger reconciliation problems. Some school district officials have indicated that the elimination of accrued payroll liabilities will be the primary benefit of a change in the fiscal year start date; however, it is important to understand that this change will not eliminate all accrued payroll liabilities (the exact impact on accrued payroll liabilities can be clarified by visiting with the districts independent auditor). Prior to making this change, it is also recommended that the districts administration advise the board of trustees and have the board ratify administrations proposed decision to change the start date of the fiscal year. District administration should also inform the board of trustees about the impact this change will have on various administrative processes, such as the budget development calendar. It will also be important to monitor any activity during the upcoming legislative session that may impact certain aspects of this financial management issue. Lastly, it is recommended that the district consult with its independent auditor before making a change in the fiscal year start date. PROGRAM-INTENT-CODE (E0320) identifies the cost of instruction and other services that are directed toward a particular need of a specific set of students. The intent (the student group toward which the instructional or other service is directed) determines the PROGRAM-INTENT-CODE, not the demographic makeup of the students served. If OBJECT-CODE is not 61XX-66XX, PROGRAM-INTENT-CODE will be changed to 00 at TEA during the data load. If a general purpose copying machine used at a campus is not tied to a specific program, the undistributed 99 program intent code and function 23 (school leadership) can be used. If it is in the central office, use function 41. BUDGET-CODE (E0321) indicates the dollar value associated with budget financial account information. All amount fields should be rounded to the nearest dollar, e.g., $109.50 is coded as "110", and $109.49 is coded as "109". When reporting BUDGET-AMOUNT and ACTUAL-AMOUNT, all revenues, expenditures, and fund balances are shown as unsigned positive numbers. In rare cases, some accounts may need to appear as negative numbers, such as when a deficit fund balance occurs. In ASCII data, a negative number is represented by changing the last digit in the number to one of several character symbols. The symbols indicate the last digit of the number and that the entire number is negative. For example, ASCII uses the dollar sign ($) to indicate that the last digit is an integer 4 and that the entire number is negative. Thus, the number -1234 is saved in ASCII as 123$. Reporting Requirements PEIMS collects financial data in chart of accounts format following the mandatory accounting codes outlined in the Financial Accountability System Resource Guide, Financial Accounting and Reporting Module. Budget information is reported through use of FUND-CODE, FUNCTION-CODE, OBJECT-CODE, ORGANIZATION-CODE, FISCAL-YEAR, and PROGRAM-INTENT-CODE elements. The general fund (102 and 199, also includes 420 for charter schools), food service funds (regardless of fund type - 101, 240, and 701), and debt service funds are the only ones reported on 030 Budget records. The PEIMS data collection format for budget data reflects the mandated minimum account code structure of the Financial Accountability System Resource Guide. Districts must report the amount associated with each combination of values of the state mandatory minimum account codes used for local accounting purposes. Where districts maintain greater detail than the state-mandated level, the detail is to be rolled up (summarized) to the state-mandated level by districts prior to delivery to ESCs for PEIMS editing and processing. PEIMS code tables for Resource Guide accounting codes (FUND-CODE Table, FUNCTION-CODE Table, OBJECT-CODE Table and PROGRAM-INTENT-CODE Table) contain detail to the minimum state-mandated level of detail for budget reporting. Except for the expenditure object codes, summary level codes are not included in these code tables, since such summaries are not requested for PEIMS reporting. As mentioned above, districts that use Resource Guide codes that are below the state-mandated level must report data only to the level of detail prescribed in the code tables. PEIMS collects budgeted financial data for the current school year. These data are to reflect the district budget on the PEIMS fall snapshot date for PEIMS reporting. It is assumed that districts will utilize all six parts of the mandated code structure (fund, function, object, organization, year, and program intent) in recording budget information as the Resource Guide requires. With respect to budgeted data, districts must report records related to detailed revenue and summarized expenditure accounts (major object). The PEIMS fall snapshot date for the budget data is the same as the PEIMS fall snapshot date for all other PEIMS data reported with Submission 1. Any changes in the budget made by the PEIMS fall snapshot date should be reported. If negative revenue (e.g., returning federal funds to the government) accounting is needed, report the amount as negative. Refer to the description of the Numeric data type on page 3.2. Special Reporting Requirements None. Example #1 Learning High School (999-999-001) employs one bilingual education teacher and two career and technical education teachers during the current school year. The bilingual education teacher is paid $26,000. Each career and technical teacher is paid $24,000. All are paid out of the general fund. Learning High School utilizes the sub-object code rather than the program intent code to account for costs directly attributable to programs, utilizing the code 10 for bilingual and the code 20 for career and technical education. Therefore, the district's accounting records would reflect the budgeted costs of these three teachers' salaries in the following manner. FundFunctionObjectSub-ObjectOrganizationFiscal YrAmount19911610010001X2600019911610020001X48000 Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeBudget AmountE0755E0212E0316E0317E0318E0319E0974E0320E0321C042C148C146C137C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 35030999999199116100001X2500000026000030999999199116100001X2200000048000Explanation of 030 Budget Record Layout FUND-CODE 199 designates general fund. FUNCTION-CODE 11 designates instruction. OBJECT-CODE 6100 designates expenditures for payroll costs. ORGANIZATION-CODE 001 designates the campus number of this school. FISCAL-YEAR X designates the last digit of the fiscal year. The local sub-object code 10 is converted to PROGRAM-INTENT-CODE 25 to identify the bilingual program. BUDGET-AMOUNT is 26000. The local sub-object code 20 is converted to PROGRAM-INTENT-CODE 22 to identify the career and technical education program. BUDGET-AMOUNT is 48000, indicating the sum of the two career and technical education teachers' salaries. Example #2 Learning Middle School (999-999-041) employs two special education teachers during the current school year. One of these teachers will serve in the resource room. The other teacher will provide instruction to special education students in a self-contained environment. Each of the teachers is paid a salary of $25,000 per year that is financed out of the general fund. The district's accounting records would reflect the budgeted costs of these two salaries in the following manner. FundFunctionObjectOrganizationFiscal YrProgramAmount199116100041X2350000 Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeBudget AmountE0755E0212E0316E0317E0318E0319E0974E0320E0321C042C148C146C137C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35030999999199116100041X2300000050000Explanation of 030 Budget Record Layout FUND-CODE 199 designates general fund. FUNCTION-CODE 11 designates instruction. OBJECT-CODE 6100 designates expenditures for payroll costs. ORGANIZATION-CODE 041 designates the campus number of this school. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 23 designates the special education program area is reported. Costs for the salaries of both special education teachers are included in the BUDGET-AMOUNT reported. Example #3 Learning Middle School (999-999-041) employs one principal at an annual salary of $36,000 and one assistant principal at $32,000 per year. The principal and assistant principal are in charge of the overall administration of the school which operates special education, bilingual, compensatory, and gifted and talented programs. The district's accounting records would reflect the budgeted costs for salaries of these two staff members in the following manner. FundFunctionObjectOrganizationFiscal YrProgramAmount199236100041X9968000 Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeBudget AmountE0755E0212E0316E0317E0318E0319E0974E0320E0321C042C148C146C137C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 35030999999199236100041X9900000068000Explanation of 030 Budget Record Layout FUND-CODE 199 designates general fund. FUNCTION-CODE 23 designates school leadership. OBJECT-CODE 6100 designates expenditures for payroll costs. ORGANIZATION-CODE 041 designates the campus number of this school. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 99 designates undistributed. BUDGET-AMOUNT is 68000, the total for the salaries of the two staff members. Example #4 Learning High School (999-999-001) plans to pay fees totaling $2,000 for referees at football, basketball, and baseball games. These referees are not otherwise employed by the district. The district's accounting records would reflect the budgeted costs for these fees in the following manner. FundFunctionObjectOrganizationFiscal YrProgramAmount199366200001X912000 Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeBudget AmountE0755E0212E0316E0317E0318E0319E0974E0320E0321C042C148C146C137C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35030999999199366200001X9100000002000Explanation of 030 Budget Record Layout FUND-CODE 199 designates general fund. FUNCTION-CODE 36 designates co-curricular/extracurricular activities. OBJECT-CODE 6200 designates expenditures for professional and contracted services. ORGANIZATION-CODE 001 designates the campus number of this school. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 91 designates athletics and related activities. BUDGET-AMOUNT is 2000. 032 DISTRICT FINANCE DATA - ACTUAL Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeActual AmountFillerE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35Columns 36 80032032 Description The 032 Financial Actual Data record identifies the prior school year ESC/LEA audited financial information. The financial actual information reflects the prior fiscal year ESC/LEA revenues, expenditures, and account balances as they were audited by a Certified Public Accountant (CPA). Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 032 Actual records must match the value for DISTRICT-ID on the LEA 010 District record. FUND-CODE (E0316) identifies the fund group and specific fund (when applicable) for actual financial data (032 and 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL records). FUND-CODE identifies the specific fund for budget (030 Budget Record) and payroll (060 Staff - Employment Payroll Accounting Record). Districts that receive a Notice of Grant Award for a new grant in which the fund code does not become effective until 9/1/XX but the grant becomes effective 7/1/XX must report July and August under the applicable generic fund code for those two months: FUNCTION-CODE (E0317) identifies a general operational area and groups together related activities. If OBJECT-CODE is not 61XX-66XX, FUNCTION-CODE will be changed to 00 at TEA during the data load. OBJECT-CODE (E0318) identifies an account, a transaction, or a source of funds. It indicates the major account group to which a transaction is posted or to which the associated monies are related. The major account groups for PEIMS reporting include fund equity, revenue, other resources/non-operating revenue/residual equity transfers in, expenditures/expenses, and other uses/non-operating expenses/residual equity transfers out. ORGANIZATION-CODE (E0319) identifies the unique organizational unit within the district with which the account is associated. For campuses, this is the three-digit campus number registered with the ˿Ƶ. For non-campuses, this must be one of the administrative units required in the Resource Guide, 998 or 999. Follow the Resource Guide rules for reporting organizations/campus IDs. CAMPUS-ID/Organization CodePurpose(s)000If OBJECT-CODE is not 61XX-66XX, then ORGANIZATION-CODE will be changed to 000 at TEA during data loading to the mainframe. Organization 000 should be used with all object codes outside the range of 6100-6600.001-698Campuses registered in the AskTED system as instructional699Use for reporting financial information about Summer School Organization 699 is to be used for all summer school budget reporting.700Not available for use by ESCs or LEAs (implemented by edits 0302R, 032XV, and 06095).701 - 703701 Organization Unit Superintendents Office (ISDs); Organization Unit Chief Administrators Office (Charter Schools) 702 Organization Unit School Board (ISDs); organization Unit Board Directors (Charter Schools) 703 Organization Unit Tax Costs (ISDs); not applicable to Charter Schools (Implemented by edits 0302Y,032YC)704 708Reserved for Future State Definition (FARSG p480) These codes are reserved for future state designation and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).709 719If used by ESCs or LEAs then codes must be converted to 720 (implemented by edits 0302R, 032XV, and 06095).720Organization unit Direct Costs in Function 41 (General Administration)721 725Reserved for Future State Definition (FARSG p481) These codes are reserved for future state designation and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).726 749If used by ESCs or LEAs then codes must be converted to 750 (implemented by edits 0302R, 032XV, and 06095).750Organization units Indirect Costs in Function 41 (General Administration), including Business Office/Personnel/Payroll/Human Resources/Purchasing751Fiscal Agent Shared Services Arrangements. (Not applicable to Charter School) (Implemented by edits 0302Y,032YC)752 799Reserved for Future State Definition (FARSG p482) These organization units are reserved for future state definition and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).800 - 997If used by ESCs or LEAs then codes must be converted to 999 (notification made with edits 0302T-0302V, 032XX-032XZ, and 06095)998Unallocated Organization Unit.999If OBJECT-CODE is 61XX-66XX, ORGANIZATION-CODE is less than 699, and no match of ORGANIZATION-CODE is found in the CAMPUS-ID table, ORGANIZATION-CODE will be changed to 999 at TEA during data loading (notification made with edits 0302S, 032XW, and 06096). If OBJECT-CODE is 61XX-66XX, ORGANIZATION-CODE is less than 699, and no match of ORGANIZATION-CODE is found in the CAMPUS-ID table, ORGANIZATION-CODE will be changed to 999 at TEA during the data load (notification made with edits 0302S, 032XW, and 06096). If OBJECT-CODE is not 61XX-66XX, then ORGANIZATION-CODE will be changed to 000 at TEA during the data load. FISCAL-YEAR (E0974) is the last digit of the fiscal year, e.g., the fiscal year is 4 for the 1993-94 fiscal year. For federal programs/projects, once a fiscal year code is assigned to a project that fiscal year code remains with the project until its termination, regardless of the fiscal year in which it terminates. For federal projects that lapse on June 30, the new project beginning on or after July 1 reflects the succeeding fiscal year's number. For federal project funds, the FISCAL-YEAR should indicate the state project year during which the project funds were originally allocated. Otherwise, FISCAL-YEAR should indicate the state fiscal year. Reporting Requirement for Changing the Start Date of the Fiscal Year: School districts may choose a fiscal year that begins on either July 1st or September 1st of each year. A school fiscal year that begins on July 1st will end on June 30th of the next calendar year. In lieu of making a change in this area, districts may continue the current fiscal year reporting period that begins on September 1st and ends on August 31st of the next calendar year. Budgetary planning activities are impacted for those school districts that decide to implement a fiscal year beginning on July 1st. Districts may delay implementation of a fiscal year start date of July 1st to any future fiscal year. In order to change the fiscal year start date to July 1, 2013, districts must file with TEA no later than June 30, 2012, a Notification of Intent to Change the Fiscal Year Start Date to July 1, 2013. This form (FIN-003) is available on the TEA website at HYPERLINK "http://www.tea.state.tx.us/school.finance/audit/FIN_003.pdf"http://www.tea.state.tx.us/school.finance/audit/FIN_003.pdf. In the first year of implementation, the financial accounting period will span ten months in those districts that opted to change, beginning September 1 and ending June 30. However, certain aspects of financial management and reporting will require adjustments in the first year of implementation. These adjustments are required since the state and federal fiscal years did not change, and the administration of state and federal regulatory activities, as well as state funding calculations under the Foundation School Program, require financial data on a 12-month reporting basis. This means that all financial data reported for the first year of implementation, except for the annual financial report, must be based on a 12-month reporting period, as follows: Actual financial data reported through the PEIMS collection system must be on a 12-month basis for the period beginning September 1st and ending August 31 (two months beyond the July 1st start date of the following fiscal year), including the actual financial accounting record type 032, and the shared services arrangement actual record type 033. The independent auditor will be required to apply procedures to the districts processes involving the aggregation and reporting of actual financial data on a 12-month basis, in accordance with Section 44.008(b), Texas Education Code. As a result of this special reporting requirement, the 12-month data representing actual financial data will match the reporting period for 12-month data reported for budget financial data; and Financial data reported in the annual financial report will be prepared on a ten-month basis in all financial statements and exhibits for the fiscal period beginning September 1st and ending June 30th, and will include an additional schedule containing supplemental financial data reporting tax collections for the 12-month period beginning September 1st and ending August 31st. For all subsequent fiscal year periods following the first year of implementation of a July 1st fiscal year start date, all financial data will be reported on a 12-month basis spanning July 1st through June 30th. Please note that additional considerations may affect a school districts decision to implement a change in its fiscal year start date, including the installation of new financial accounting software and/or significant problems in internal financial management activities such as general ledger reconciliation problems. Some school district officials have indicated that the elimination of accrued payroll liabilities will be the primary benefit of a change in the fiscal year start date; however, it is important to understand that this change will not eliminate all accrued payroll liabilities (the exact impact on accrued payroll liabilities can be clarified by visiting with the districts independent auditor). Prior to making this change, it is also recommended that the districts administration advise the board of trustees and have the board ratify administrations proposed decision to change the start date of the fiscal year. District administration should also inform the board of trustees about the impact this change will have on various administrative processes, such as the budget development calendar. It will also be important to monitor any activity during the upcoming legislative session that may impact certain aspects of this financial management issue. Lastly, it is recommended that the district consult with its independent auditor before making a change in the fiscal year start date. Changes to deadlines for filing the independent financial audit should result in appropriate modifications to the timing of quality assurance procedures for data submitted through PEIMS. GASB 34 had little to no impact on PEIMS reporting. Districts continue to report their governmental fund type information on a modified accrual accounting basis consistent with reporting practices on governmental fund types prior to GASB 34. For additional information on this topic please visit the TEA Correspondence Webpage at: HYPERLINK "http://www.tea.state.tx.us/taa/sortf.cgi?command=bydate"http://www.tea.state.tx.us/taa/sortf.cgi?command=bydate. More information is available in the TEA correspondence dated May 16, 2001 and the subject line is: Update 7 to the Financial Accountability System Resource Guide. Option to Change the Start Date of the Fiscal Year: Year Fiscal Year Start Date Transitions to July 1st: Budget financial data reported through PEIMS for the year of implementation must be on a twelve-month basis for the period beginning September 1st and ending August 31st (two months beyond the July 1st start date of the following fiscal year); Actual financial data reported through PEIMS must be on a twelve-month basis for the period beginning September 1st and ending August 31 (two months beyond the July 1st start date of the following fiscal year), including the actual financial accounting record type 032, and the shared services arrangement actual record type 033. Year After Transition to July 1st Fiscal Year Start Date: For all subsequent fiscal year periods following the first year of implementation of a July 1st fiscal year start date, all financial data will be reported on a twelve-month basis spanning July 1st through June 30th. For additional information on this topic please visit the TEA Correspondence Webpage at: HYPERLINK "http://www.tea.state.tx.us/taa/sortf.cgi?command=bydate"http://www.tea.state.tx.us/taa/sortf.cgi?command=bydate. More information is available in the TEA correspondence dated January 24, 2001 and the subject line is: Option to Change the Start Date of the Fiscal Year. PROGRAM-INTENT-CODE (E0320) PROGRAM-INTENT-CODE identifies the cost of instruction and other services that are directed toward a particular need of a specific set of students. The intent (the student group toward which the instructional or other service is directed) determines the PROGRAM-INTENT-CODE, not the demographic makeup of the students served. If OBJECT-CODE is not 61XX-66XX, PROGRAM-INTENT-CODE will be changed to 00 at TEA during the data load. ACTUAL-AMOUNT (E0774) ACTUAL-AMOUNT indicates the dollar value associated with actual financial account information. All amount fields should be rounded to the nearest dollar, e.g., $109.50 is coded as "110", and $109.49 is coded as "109". When reporting BUDGET-AMOUNT and ACTUAL-AMOUNT, all revenues, expenditures, and fund balances are shown as unsigned positive numbers. In rare cases, some accounts may need to appear as negative numbers, such as when a deficit fund balance occurs. In ASCII data, a negative number is represented by changing the last digit in the number to one of several character symbols. The symbols indicate the last digit of the number and that the entire number is negative. For example, ASCII uses the dollar sign ($) to indicate that the last digit is an integer 4 and that the entire number is negative. Thus, the number -1234 is saved in ASCII as 123$. Reporting Requirements PEIMS collects financial data in chart of accounts format following the mandatory accounting codes outlined in the Financial Accountability System Resource Guide, Financial Accounting and Reporting Module. Detailed (non-summarized) financial data in a format that reflects local accounting records is reported for actual data. The PEIMS data collection format for actual data reflects the mandated minimum account code structure of the Resource Guide. Districts must report the amount associated with each combination of values of the state mandatory minimum account codes used for local accounting purposes. Where districts maintain greater detail than the state-mandated level, which could occur if a district's records include either code values or code accounts beyond the state minimum, such as sub-object accounting, the detail is to be rolled up (summarized) to the state-mandated level by districts prior to delivery to ESCs for PEIMS editing and processing. Districts should report only the lowest level of detail maintained in their financial records even if higher summary levels of detail are included in their records. For instance, if a district's internal records include information about teachers' salaries (object 6119) and clerical workers' salaries (object 6129), total salaries (object 6110), and total payroll costs (object 6100), only information recorded to the third level object code (objects 6119, 6129) should be reported. PEIMS collects actual financial data for the prior school year. These are audited data. Any audit corrections must have been made in the district's records. Districts must report records related to detailed revenue, fund balance, and expenditure accounts. Fund balance accounts (codes 3XXX) should show the post-closing fund balances on August 31 of the prior year, with all audit adjustments posted. The PEIMS data collection format reflects the mandated minimum account code structure in the Resource Guide. The actual financial data reporting requires ACTUAL-AMOUNT, rather than BUDGET-AMOUNT, as in budget reporting. Amount refers to "actual pre-closing realized expenditures/expenses and pre-closing revenues". If the district was the absorbing district in a consolidation the prior year, the district must report the actual financial data for the consolidated district. Actual financial data are reported to reflect the district configuration of the prior year. The shared services arrangement fiscal agent reports the actual financial data for the prior school year for the shared services arrangement. Actual revenue and expenditure data should be reported using the FUND-CODEs specified for shared services arrangements. PEIMS code tables for Resource Guide accounting codes (FUND-CODE Table, FUNCTION-CODE Table, OBJECT-CODE Table and PROGRAM-INTENT-CODE Table) contain detail to the minimum state-mandated level of detail. Summary level codes are not included in these code tables, since such summaries are not requested for PEIMS reporting. As mentioned above, districts that use Resource Guide codes that are below the state-mandated level must report data only to the level of detail that is prescribed in the code tables. Both digits of the FUNCTION-CODE should have meaningful values. The OBJECT-CODE values should correspond at least to the greatest level of detail described in the Resource Guide, which in most cases is the third level object code (meaningful fourth digit). Although sub-object accounting, as described in the Resource Guide, is implemented in many districts, this is not reported in PEIMS. The ORGANIZATION-CODE values reported should relate to all organizational units for which the district accounts. Code values associated with campus organizational units should match those registered with TEA. Special Reporting Requirements None. Example #1 Learning ISD (999-999) spent $250,000 on regular teacher salaries from the general fund for the prior school year. The salaries are divided between the high school campus and the elementary school campus. The actual expenditures would be reported in the following manner. Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeActual AmountE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35032999999199116119101X1100000100000032999999199116119001X1100000150000Explanation of 032 Actual Record Layout FUND-CODE 199 indicates general fund. FUNCTION-CODE 11 indicates instruction. OBJECT-CODE 6119 indicates salaries for teachers and other professional personnel. ORGANIZATION-CODE 101 indicates elementary school campus. FISCAL-YEAR X indicates the last digit of the fiscal year. PROGRAM-INTENT-CODE 11 indicates basic educational services. ACTUAL-AMOUNT indicates $100,000 was expended for salaries at the elementary campus. ORGANIZATION-CODE 001 indicates high school campus. ACTUAL-AMOUNT indicates $150,000 was expended for salaries at the high school campus. Example #2 Learning ISD (999-999) received $180,000 of ESEA, Title I, Part C funds and $300,000 of ESEA, Title I, Part A funds in the prior school year. These actual revenue amounts are reported in the following manner. Input Record Type CodeDistrict IDFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodeActual AmountE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 35032999999212005919000X0000000180000032999999211005919000X0000000300000Explanation of 032 Actual Record Layout FUND-CODE 212 designates special revenue fund ESEA, Title I, Part C. FUND-CODE 211 designates special revenue fund ESEA, Title I, Part A. FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. OBJECT-CODE 5919 indicates Other Federal Revenues. ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. ACTUAL-AMOUNT indicates $180,000 was expended for ESEA, Title I, Part C and $300,000 was expended for ESEA, Title 1, Part A. Example #3 (Resource Guide Models - FASRG Model #1) A shared services arrangement is formed for an ESEA, Title I, Part A Improving Basic Programs project. The funds are received from TEA. The combined entitlements for the two participating members are $100,000. One member district (Member #1) that acts as fiscal agent will pay $20,000 for a remedial reading teacher at campus 101. The other member district (Member #2) will pay $25,000 for a remedial reading teacher at campus 041. The fiscal agent will retain $25,000 to employ a remedial math teacher that will work 50% of the time at both schools, at the same campus as the reading programs. The remaining $30,000 will be retained by the fiscal agent to employ a program director to serve both school districts. This information is reported in the following way. Member #1 (fiscal agent & member) Input Record Type Code District ID Fund Code Function Code Object CodeOrgani-zation Code Fiscal YearProgram Intent Code Actual AmountE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 35032444444300005929000Y00100000032444444300936493751Y9945000032444444300116119751Y2425000032444444300216119751Y2430000032444444211005952000Y0020000032444444211116119101Y2420000Member #2 Input Record Type Code District ID Fund Code Function Code Object CodeOrgani-zation Code Fiscal YearProgram Intent Code Actual AmountE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35032333333211005952000Y0025000032333333211116119041Y2425000Explanation of 032 Actual Record Layout Member #1 Line 1 DISTRICT-ID is 444444 for Member #1 ISD. FUND-CODE 300 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part A. FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. OBJECT-CODE 5929 indicates Federal Revenues Distributed by TEA. ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. FISCAL-YEAR Y designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. ACTUAL-AMOUNT indicates $100,000 was received for ESEA, Title I, Part A. Line 2 FUNCTION-CODE 93 indicates payments to member districts of SSAs. OBJECT-CODE 6493 indicates payments to member districts of SSAs. ORGANIZATION-CODE 751 indicates fiscal agent SSAs-local option. PROGRAM-INTENT-CODE 99 indicates undistributed. ACTUAL-AMOUNT indicates $45,000 was expended for ESEA, Title I, Part A (distributed to members). Line 3 FUNCTION-CODE 11 indicates instruction. OBJECT-CODE 6119 indicates salaries or wages - teachers and other professional personnel. PROGRAM-INTENT-CODE 24 indicates accelerated education. ACTUAL-AMOUNT indicates $25,000 was expended by the fiscal agent for the remedial math teacher that will work 50% of the time at both schools at the same campuses as the reading programs. Line 4 FUNCTION-CODE 21 indicates instructional leadership. ACTUAL-AMOUNT indicates $30,000 was expended by the fiscal agent for the program director to serve both school districts. Line 5 FUND-CODE 211 designates special revenue fund ESEA, Title I, Part A. OBJECT-CODE 5952 indicates SSA Federal Revenues from Fiscal Agent. ACTUAL-AMOUNT indicates $20,000 was received from the fiscal agent for ESEA, Title I, Part A by Member #1. Line 6 ORGANIZATION-CODE 101 indicates the campus for the remedial reading teacher for Member #1. ACTUAL-AMOUNT indicates $20,000 was expended for the remedial reading teacher by Member #1. Member #2 Line 1 DISTRICT-ID is 333333 for Member #2 ISD. ACTUAL-AMOUNT indicates $25,000 was received from the fiscal agent for ESEA, Title I, Part A by Member #2. Line 2 ORGANIZATION-CODE 041 indicates the campus for the remedial reading teacher for Member #2. ACTUAL-AMOUNT indicates $25,000 was expended for the remedial reading teacher by Member #2. Overall Notes Members have 032 Actual records for amounts of revenue and expenditures in standard fund codes (non-fiscal agent) for items passed from the fiscal agent via object code 6493 Fiscal agent has corresponding 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record for expenditures not coded to object code 6493 Members report the object code detail to the fiscal agent in order for the fiscal agent to complete federal grant expenditure reports. Example #4 (Resource Guide Models - FASRG Model #2) The education service center acts as fiscal agent for an ESEA, Title I, Part C Education of Migratory Children project funded through TEA. All services are provided by the fiscal agent and no funds are passed through to the three member districts. The combined entitlement is $75,000. The education service center provides each school district a teacher who has a salary of $25,000 per year for the 5th grade. These teachers provide services which result in the extension of the school day to 5:00 p.m. While the curriculum is basic, the extended day assists the students in completing courses in a shorter school year. This information is reported in the following way. Education Service Center (Fiscal Agent only not a member) Input Record Type Code District ID Fund Code Function Code Object CodeOrgani-zation Code Fiscal YearProgram Intent Code Actual AmountE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35032777950301005929000Y00000000075000032777950301116119999Y25000000075000Explanation of 032 Actual Record Layout DISTRICT-ID is 777950 for Education Service Center serving as Fiscal Agent. FUND-CODE 301 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part C. FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. OBJECT-CODE 5929 indicates Federal Revenues Distributed by TEA. ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. FISCAL-YEAR Y designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. ACTUAL-AMOUNT indicates $75,000 was received for ESEA, Title I, Part C. FUNCTION-CODE 11 indicates instruction. OBJECT-CODE 6119 indicates salaries or wages - teachers and other professional personnel. ORGANIZATION-CODE 999 indicates undistributed organization unit. PROGRAM-INTENT-CODE 25 indicates bilingual education and special language programs. Overall Notes Members have no 032 Actual Records since all funds are received directly and expended by the fiscal agent (no pass-through) Fiscal agent has corresponding 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record for expenditures not coded to object code 6493 Example #5 (Resource Guide Models - FASRG Model #3) Member district #1 acts as fiscal agent for a state/locally funded special education shared services arrangement that includes 1 other school district. Expenditures are allocated according to the example in the Financial Accountability System Resource Guide, section 1.3.3. Member school districts receive revenue from various sources (foundation fund revenue, tax revenue, etc.). These revenues are recorded in the General Fund and are to be used as the district deems appropriate with written established guidelines for operating purposes. The monies paid to the fiscal agent may not be identifiable as being from a specific revenue source. Periodically during the year, member school districts pay monies to the fiscal agent. Member school districts determine the payment amount based on predetermined criteria established in the shared services arrangement agreement. This information is reported in the following way. Member #1 (fiscal agent & member) Input Record Type Code District ID Fund Code Function Code Object CodeOrgani-zation Code Fiscal YearProgram Intent Code Actual AmountE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 35032777777438005722000Y00108500032777777438316119751Y23106000032777777438416212751Y232500032777777199936492999Y2359250Member #2 Input Record Type Code District ID Fund Code Function Code Object CodeOrgani-zation Code Fiscal YearProgram Intent Code Actual AmountE0755E0212E0316E0317E0318E0319E0974E0320E0774C042C145C146C159C147Columns 1 - 3Columns 4 - 9Columns 10 - 12Columns 13 - 14Columns 15 - 18Columns 19 - 21Column 22Columns 23 - 24Columns 25 - 35032888888199936492999Y2349250 * Local revenue entry is not listed since it could be from various sources and isnt relevant to the example. Explanation of 032 Actual Record Layout Member #1 Line 1 DISTRICT-ID is 777777 for Member #1 ISD. FUND-CODE 438 (for fiscal agents only) designates special revenue shared services arrangement fund Public School Child Care Services. FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. OBJECT-CODE 5722 indicates SSAs Local Revenue from Member Districts. ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. FISCAL-YEAR Y designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. ACTUAL-AMOUNT indicates $108,500 was received for Public School Child Care Services. Line 2 FUNCTION-CODE 31 indicates guidance, counseling, and evaluation services. OBJECT-CODE 6119 indicates salaries or wages - teachers and other professional personnel. ORGANIZATION-CODE 751 indicates fiscal agent SSAs-local option. PROGRAM-INTENT-CODE 23 indicates services to students with disabilities (special education). ACTUAL-AMOUNT indicates $106,000 was expended for counselors and diagnosticians. Line 3 FUNCTION-CODE 41 indicates general administration. OBJECT-CODE 6212 indicates audit services. ACTUAL-AMOUNT indicates $2,500 was expended for audit. Line 4 FUND-CODE 199 designates general fund. FUNCTION-CODE 93 indicates payments to fiscal agent of shared service arrangements. OBJECT-CODE 6492 indicates payments to fiscal agent of shared service arrangements. ORGANIZATION-CODE 999 indicates undistributed organization unit. Member #2 Line 1 DISTRICT-ID is 888888 for Member #2 ISD. FUND-CODE 199 designates general fund. FUNCTION-CODE 93 indicates payments to fiscal agent of shared service arrangements. OBJECT-CODE 6492 indicates payments to fiscal agent of shared service arrangements. ORGANIZATION-CODE 999 indicates undistributed organization unit. Overall Notes Members 032 Actual record provides amounts sent to fiscal agent Fiscal agent has corresponding 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record for total expenditures related to object code 5722 amounts received from member districts (coded as object code 6492 on member district books) 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL Input Record Type CodeDistrict IDShared Svcs Arr Member Dist IDShared-Svcs-Arrangemt-Type-CodeFund CodeFiscal YearActual AmountFillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 80033033 Description The 033 SSA Financial Actuals data record identifies all of the shared service arrangements (SSA) expenditures at the fund code level for each ESC/LEA member of a particular SSA. This SSA financial actual data is reported by the SSA fiscal agents on behalf of each SSA member and for each SSA type. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 033 SSA Actual records must match the value for DISTRICT-ID on the LEA 010 District record. SHARED-SVCS-ARR-MEMBER-DIST-ID (E0981) indicates the county-district number of the school district (as registered with the ˿Ƶ) which is a member district in the shared services arrangement. SHARED-SVCS-ARRANGEMT-TYPE-CODE (E0776) indicates the type of program or service provided by a shared services arrangement. The 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record must be reported by: All school districts, including the fiscal agents that participate in a shared service arrangement ESCs which serve as fiscal agents for shared service arrangements. FUND-CODE (E0316) identifies the fund group and specific fund (when applicable) for actual financial data (032 and 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL records). FUND-CODE identifies the specific fund for budget (030 Budget Record) and payroll (060 Staff - Employment Payroll Accounting Record). FISCAL-YEAR (E0974) is the last digit of the fiscal year, e.g., the fiscal year is 4 for the 1993-94 fiscal year. For federal programs/projects, once a fiscal year code is assigned to a project that fiscal year code remains with the project until its termination, regardless of the fiscal year in which it terminates. For federal projects that lapse on June 30, the new project beginning on or after July 1 reflects the succeeding fiscal year's number. ACTUAL-AMOUNT (E0774) indicates the dollar value associated with actual financial account information. All amount fields should be rounded to the nearest dollar, e.g., $109.50 is coded as "110", and $109.49 is coded as "109". For the purposes of the 033 SSA Financial Actual data record the ACTUAL-AMOUNT reflects the portion of the fund code expenditures related to a particular member of a particular SSA. Not following this reporting instruction will result in an overstatement of the total expenditures for the particular SSA and its members. When reporting BUDGET-AMOUNT and ACTUAL-AMOUNT, all revenues, expenditures, and fund balances are shown as unsigned positive numbers. In rare cases, some accounts may need to appear as negative numbers, such as when a deficit fund balance occurs. In ASCII data, a negative number is represented by changing the last digit in the number to one of several character symbols. The symbols indicate the last digit of the number and that the entire number is negative. For example, ASCII uses the dollar sign ($) to indicate that the last digit is an integer 4 and that the entire number is negative. Thus, the number -1234 is saved in ASCII as 123$. Reporting Requirements PEIMS collects actual financial information for shared services arrangements (SSA). Each fiscal agent district or ESC does all SSA reporting. Information is reported about each member district, with type of shared services arrangement, Resource Guide fund code, fiscal year, and actual amount. Shared Service Arrangement fiscal agents should send expenditure reports to each SSA member district showing the 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record reporting that will be done on behalf of that SSA member district. Fiscal agent districts can use EDIT+ report PRFBD001 Actual SSA Financial Summary by Fund and SSA Type as a starting point for distribution of the relevant expenditures on behalf of SSA members. If a RDSPD member district receives Average Daily Attendance funds for an enrolled student and pays a fiscal agent for RDSPD services, then those expenditures should be reported by the member district on a 032 financial actual record using OBJECT-CODE 6492. If a fiscal agent district returns SSA money or unspent funds to a SSA member district, then the fiscal agent district will report the return of those funds as an expenditure on the fiscal agents 032 financial actual records using OBJECT-CODE 6493. Charter school districts do not report 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL records. Each charter school reports its own share of SSA expenses on its own 032 Actual record. The fiscal agent of a shared service arrangement is responsible for providing the information necessary for a charter school to record the transactions in the charter school accounts as if the charter school had spent the funds directly. Additional information regarding the reporting requirements for Shared Service Arrangements can be found at this link. HYPERLINK "http://ritter.tea.state.tx.us/financial.audits/resguide14/FAR.pdf"http://ritter.tea.state.tx.us/financial.audits/resguide14/FAR.pdf Regional Day School Programs for the Deaf are specifically approved by the ˿Ƶ Department of IDEA Coordination as a Shared Service Arrangement and consist of at least two school districts. All Regional Day School Programs for the Deaf are defined by TEA as Shared Service Arrangements. All Regional Day School Programs for the Deaf are required to report 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL records for their member districts. Special Reporting Requirements None. Example #1 Learning ISD (999-999) is the fiscal agent for a special education shared services arrangement. There are two member districts in the shared services arrangement. The expenditure data for one of these member districts (888-888) would be reported as follows. Input Record Type CodeDistrict IDShared Svcs Arr Member Dist IDShared-Svcs-Arrangemt-Type-CodeFund CodeFiscal YearActual AmountE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 3203399999988888811313X00000100000Explanation of 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL Record Layout DISTRICT-ID 999999 indicates the county-district number of the fiscal agent district (Learning ISD) that is reporting expenditure data for member district 888-888. SHARED-SVCS-ARR-MEMBER-DIST-ID 888888 indicates the county-district number of the shared services arrangement member district about which expenditure data is being reported. SHARED-SVCS-ARRANGEMT-TYPE-CODE 11 indicates a special education shared services arrangement. FUND-CODE 313 indicates the IDEA-Part B, Formula fund. FISCAL-YEAR X indicates the last digit of the fiscal year. ACTUAL-AMOUNT indicates $100,000 was expended. Example #2 (Resource Guide Models - FASRG Model #1) A shared services arrangement is formed for an ESEA, Title I, Part A Improving Basic Programs project. The funds are received from TEA. The combined entitlements for the two participating members are $100,000. One member district (Member #1) that acts as fiscal agent will pay $20,000 for a remedial reading teacher at campus 101. The other member district (Member #2) will pay $25,000 for a remedial reading teacher at campus 041. The fiscal agent will retain $25,000 to employ a remedial math teacher that will work 50% of the time at both schools, at the same campus as the reading programs. The remaining $30,000 will be retained by the fiscal agent to employ a program director to serve both school districts. This information is reported in the following way. Fiscal Agent Input Record Type Code District IDShared Svcs Arr Member Dist IDShared-Svcs-Arrangemt-Type-Code Fund Code Fiscal Year Actual Amount FillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 8003344444444444404300Y2750003344444433333304300Y27500Explanation of 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL Record Layout DISTRICT-ID is 444444 for Member #1 ISD serving as Fiscal Agent. SHARED-SVCS-ARR-MEMBER-DIST-ID is 444444 for Member #1 ISD. SHARED-SVCS-ARR-MEMBER-DIST-ID is 333333 for Member #2 ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 04 indicates compensatory or remedial education shared services arrangement. FUND-CODE 300 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part A. FISCAL-YEAR Y designates the last digit of the fiscal year. ACTUAL-AMOUNT indicates $27,500 was expended for ESEA, Title I, Part A for each member district ($25,000 + $30,000 retained by fiscal agent and spent equally for the benefit of both member districts as per their agreement ($55,000 divided by 2)). Overall Notes Expenditures reported on 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL Record reflect amounts not coded to object code 6493 on the fiscal agents 032 Actual record in the fiscal agent-specific SSA fund codes Example #3 (Resource Guide Models - FASRG Model #2) The education service center acts as fiscal agent for an ESEA, Title I, Part C Education of Migratory Children project funded through TEA. All services are provided by the fiscal agent and no funds are passed through to the three member districts. The combined entitlement is $75,000. The education service center provides each school district a teacher who has a salary of $25,000 per year for the 5th grade. These teachers provide services which result in the extension of the school day to 5:00 p.m. While the curriculum is basic, the extended day assists the students in completing courses in a shorter school year. This information is reported in the following way. Fiscal Agent Input Record Type Code District IDShared Svcs Arr Member Dist IDShared-Svcs-Arrangemt-Type-Code Fund Code Fiscal Year Actual Amount FillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 8003377795044444407301Y2500003377795033333307301Y2500003377795022222207301Y25000Explanation of 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL Record Layout DISTRICT-ID is 777950 for Education Service Center serving as Fiscal Agent. SHARED-SVCS-ARR-MEMBER-DIST-ID is 444444 for Member #1 ISD. SHARED-SVCS-ARR-MEMBER-DIST-ID is 333333 for Member #2 ISD. SHARED-SVCS-ARR-MEMBER-DIST-ID is 222222 for Member #3 ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 07 indicates migrant education shared services arrangement. FUND-CODE 301 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part C. FISCAL-YEAR Y designates the last digit of the fiscal year. ACTUAL-AMOUNT indicates $25,000 was expended by the fiscal agent for ESEA, Title I, Part C for each member. Overall Notes Expenditures reported on 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record reflect amounts not coded to object code 6493 on the fiscal agents 032 Actual record in the fiscal agent-specific SSA fund codes Example #4 (Resource Guide Models - FASRG Model #3) Member district #1 acts as fiscal agent for a state/locally funded special education shared services arrangement that includes 1 other school district. Expenditures are allocated according to the example in the Financial Accountability System Resource Guide, section 1.3.3. Member school districts receive revenue from various sources (foundation fund revenue, tax revenue, etc.). These revenues are recorded in the General Fund and are to be used as the district deems appropriate with written established guidelines for operating purposes. The monies paid to the fiscal agent may not be identifiable as being from a specific revenue source. Periodically during the year, member school districts pay monies to the fiscal agent. Member school districts determine the payment amount based on predetermined criteria established in the shared services arrangement agreement. This information is reported in the following way. Fiscal Agent Input Record Type Code District IDShared Svcs Arr Member Dist IDShared-Svcs-Arrangemt-Type-Code Fund Code Fiscal Year Actual Amount FillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 8003377777777777711438Y5925003377777788888811438Y49250Explanation of 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL Record Layout DISTRICT-ID is 777777 for Member #1 ISD serving as Fiscal Agent. SHARED-SVCS-ARR-MEMBER-DIST-ID is 777777 for Member #1 ISD. SHARED-SVCS-ARRANGEMT-TYPE-CODE 11 indicates special education shared services arrangement. FUND-CODE 438 (for fiscal agents only) designates special revenue shared services arrangement fund Public School Child Care Services. ACTUAL-AMOUNT indicates $59,250 was expended for Public School Child Care Services for Member #1 ISD. SHARED-SVCS-ARR-MEMBER-DIST-ID is 888888 for Member #2 ISD. ACTUAL-AMOUNT indicates $49,250 was expended for Public School Child Care Services for Member #2 ISD. Overall Notes Expenditures reported on 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL record reflect total expenditures related to object code 5722 amounts on the fiscal agents 032 Actual record in the fiscal agent-specific SSA fund codes. Staff Data The staff data provides information about the Texas public school staff from education service centers, school districts, charter schools, and campuses.This information consists of the basic identification, demographic, employment, and payroll information as of the current year. 040 STAFF DATA - IDENTIFICATION/DEMOGRAPHIC Input Record Type CodeDistrict IDStaff IDFirst NameMiddle NameLast NameGenera-tion CodeSex CodeStaff Type CodeE0755E0212E0505E0703E0704E0705E0706E0004E1073C042C012C013C181Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 75Column 76Column 77040040 Total Years Prof ExperienceHighest Degree Level CodeE0130E0730C015Columns 78 - 79Column 80Total Years Prof ExperienceHighest Degree Level Code Description The 040 Staff Identification/Demographic Data record identifies by name the staff person that is either an employee of an ESC/LEA or is a contracted classroom teacher for a LEA that is reporting the PEIMS data. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 040 Staff Identification-Demographic records must match the value for DISTRICT-ID on the LEA 010 District record. STAFF-ID (E0505) is the person's Social Security number. Staff ID is the person's Social Security Number. All staff, regardless of citizenship, is required to report their Social Security number to their employer. If you are lawfully admitted to the United States, with Immigration and Naturalization Service (INS) permission to work in the U.S., you are eligible for a Social Security number. Since ESCs and LEA are required to submit the required payroll withholdings on behalf of employees, there is not an option to report a State of Texas alternative identification number for any staff person for whom an ESC or LEA must submit PEIMS data. FIRST-NAME (E0703) identifies a person's legal first name. MIDDLE-NAME (E0704) identifies a person's legal middle name. This field may be blank for staff and students. For staff and students, enter the middle name as shown on the identification documentation. If the staff person or the student has no middle name, the field must be left blank. Do not use any other text such as NONE, NA, NMI, etc for the middle name if the staff person or the student has no middle name. Do not use periods or any other punctuation other than a hyphen or a single apostrophe. (implemented by edits 04049 and 10015) LAST-NAME (E0705) identifies a person's legal last name. GENERATION-CODE (E0706) GENERATION-CODE identifies the generation suffix, if any, which the person attaches to his name. The GENERATION-CODE field may be blank and must be blank if the staff person does not have a generation suffix on their name based upon the identification documentation. SEX-CODE (E0004) SEX-CODE identifies the gender of the person. STAFF-TYPE-CODE (E1073) indicates whether the staff person is on the district payroll or is a contracted instructional staff person. STAFF-TYPE-CODE indicates whether the staff person is on the district payroll or is a contracted instructional staff person. TOTAL-YEARS-PROF-EXPERIENCE (E0130) indicates the number of verifiable years of creditable experience as specified in 19 TAC, Chapter 153. TOTAL-YEARS-PROF-EXPERIENCE is intended to reflect only the completed years of professional experience (not including current year). Some staff classified as professional by a district may not meet the requirements for receiving professional experience, such as non-degreed, non-certified business managers, and should be reported with "00" for this field. HIGHEST-DEGREE-LEVEL-CODE (E0730) identifies the highest post-secondary degree a person has earned from an institution recognized as accredited by the Agency. All staff must report HIGHEST-DEGREE-LEVEL-CODE regardless of their professional or non-professional status in the ESC or LEA. Reporting Requirements FIRST-NAME, MIDDLE-NAME, and LAST-NAME fields on the 040 Staff Identification/Demographic record must match the staff names on the social security card. If an employee is also a student of the district, then the staff naming rules apply to the students 100 Student - Identification record. The classification of staff (professional, paraprofessional/other, and auxiliary) is based on status at hiring, regardless of educational level or qualifications. Contracted professional staff that are hired through a private company, agency, or direct contract, are considered part of the professional staff of the district or campus. Professional staff includes all teachers, administrators, certified personnel, and others working in a professional capacity in the district. The 040 Staff Identification/Demographic record is submitted in both Submission 1 and Submission 3. However, only staff with ROLE-IDs 047 and 087 are to be submitted in Submission 3. Auxiliary staff includes all staff that does not have a specific ROLE-ID. Auxiliary staff includes such employees as food service workers, cafeteria monitors, school crossing guards, security guards, clerks (such as attendance, purchasing, accounting, payroll, general office, file, mail), receptionists, secretaries, maintenance workers (bus, plant, etc.), groundskeepers, bus drivers, custodial staff, data processing key entry personnel, delivery personnel (mail, equipment, etc.), aides to the school nurse, and library aides. These are employees who do not fit the description in any role code, including 058 and 080. Auxiliary staff does not include those employees considered to be professional-level staff in the district. Possible examples of such staff are computer programmers, computer operators, bookkeepers, executive assistants to administrators, or any other professional-level staff who have identifiable roles. Educational aides are identified as paraprofessional staff, and are not included in the auxiliary category. The identification of a person as auxiliary does not depend on their educational level and/or certification status. For example, the school janitor may have a college degree, but based upon the duties that he performs, he is identified as auxiliary. When making the determination of whether a person is an auxiliary or a professional-level employee, the district should consider whether the employee is logically grouped with the professional category (with such staff as business managers, personnel directors, teacher appraisers, instructional officers, etc.) or in the auxiliary category (with such staff as clerks, bus drivers, food service workers, secretaries, etc.). Since student employees, such as cafeteria workers, are on the district payroll and are subject to withholding taxes, they must be reported to PEIMS. Staff identification/demographic data are usually not reported for substitute teachers. However, if a teacher has quit, died, or been fired, and the district has not hired a permanent replacement, then an 040 Staff Identification/Demographic record is required for the substitute who is working on the PEIMS fall snapshot date for reporting. 050, 060, and 090 Staff - Responsibilities records will also be required in these instances. Identification information must be reported for all personnel employed by the district, whether or not they serve in areas requiring certification. The MIDDLE-NAME and GENERATION-CODE may not be applicable for all staff members. If the STAFF-ID on the 040 Staff Identification record matches a STUDENT-ID on a 100 Student Identification record, then the FIRST-NAME, LAST-NAME, and DATE-OF-BIRTH must also match. Special Reporting Requirements For the FIRST-NAME, MIDDLE-NAME, and LAST-NAME do not use periods. Do not use any punctuation other than a hyphen or single apostrophe. (implemented by edits 04049 and 10015) Example #1 Ima Sue Teacher, Staff ID 123004567, is a female teacher for Learning ISD (999-999). Ima has a Masters degree from Texas University, and has 7 total years of professional teaching experience. She will be reported in the following manner. Input Record Type CodeDistrict IDStaff IDFirst NameMiddle NameLast NameGeneration CodeE0755E0212E0505E0703E0704E0705E0706C042C012Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 75040999999123004567IMASUETEACHER Sex CodeStaff Type CodeTotal Years Prof ExperienceHighest Degree Level CodeE0004E1073E0130E0730C013C181C015Column 76Column 77Columns 78 - 79Column 80F1072Explanation of 040 Staff Identification/Demographic Record Layout DISTRICT-ID 999999 indicates the district number for Learning ISD. STAFF-ID is Ima Teacher's Social Security Number 123-00-4567. FIRST-NAME is Ima. MIDDLE-NAME is Sue. LAST-NAME is Teacher. GENERATION-CODE is blank because there is no generation. SEX-CODE F indicates Ima Teacher is female. STAFF-TYPE-CODE 1 indicates that Ima is an employed teacher at Learning ISD. TOTAL-YEARS-PROF-EXPERIENCE 07 indicates that Ima has 7 total years of professional teaching experience. HIGHEST-DEGREE-LEVEL-CODE 2 indicates that Ima has a Master's degree. Example #2 Bobbie Lou Teacher, Staff ID 012005678, is a female contracted classroom teacher for Learning ISD (999-999). Bobbie has a Bachelors degree from Texas University, and has 15 total years of professional teaching experience. She will be reported in the following manner. Input Record Type CodeDistrict IDStaff IDFirst NameMiddle NameLast NameGeneration CodeE0755E0212E0505E0704E0705E0705E0706C042C012Columns 1 - 3Columns 4 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 7504099999901200567BOBBIELOUTEACHER Sex CodeStaff Type CodeTotal Years Prof ExperienceHighest Degree Level CodeE0004E1073E0130E0730C013C181C015Column 76Column 77Columns 78 - 79Column 80F2151Explanation of 040 Staff Identification/Demographic Record Layout DISTRICT-ID 999999 indicates the district number for Learning ISD. STAFF-ID 01200567 is Bobbies social security number. FIRST-NAME is Bobbie. MIDDLE-NAME is Lou. LAST-NAME is Teacher. GENERATION-CODE is blank because there is no generation. SEX-CODE F indicates Bobbie Teacher is female. STAFF-TYPE-CODE 2 indicates that Bobbie is a contracted classroom teacher for Learning ISD. TOTAL-YEARS-PROF-EXPERIENCE 15 indicates that Bobbie has 15 total years of professional teaching experience. HIGHEST-DEGREE-LEVEL-CODE 1 indicates that Bobbie has a Bachelors degree. 043 STAFF DATA - DEMOGRAPHIC Input Record Type CodeDistrict IDStaff IDHispanic Latino CodeAmerican Indian-Alaska Native CodeAsian CodeBlack African American CodeE0755E0212E0505E1064E1059E1060E1061C042C088C088C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Column 21Column 22043043 Native Hawaiian Pacific Islander CodeWhite CodeDemographic Revision Confirmation CodeDate of BirthTX Unique Staff IDFillerE1062E1063 E0924E0006E1524C088C088C088Column 23Column 24Column 25Columns 26 - 33Columns 34 - 43Columns 44 - 80 Description The 043 Staff Demographics Data record identifies the date of birth and also the ethnicity and race information as collected on the 2 part ethnicity and race data questionnaire described in the record. The TX-Unique-Staff-ID data element collects the unique number assigned to a staff person by the ˿Ƶs TSDS Unique ID application. All staff demographics must be updated through the TSDS Unique ID Application. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 043 Staff Demographic records must match the value for DISTRICT-ID on the LEA 010 District record. STAFF-ID (E0505) is the person's Social Security number. HISPANIC-LATINO-CODE (E1064) indicates a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. AMERICAN-INDICAN-ALASKA-NATIVE-CODE (E1059) indicates a person having origins in any of the original peoples of North and South America (including Central America). ASIAN-CODE (E1060) indicates 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. BLACK-AFRICAN-AMERICAN-CODE (E1061) indicates a person having origins in any of the black racial groups of Africa. NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE (E1062) indicates a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. WHITE-CODE (E1063) indicates a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. DEMOGRAPHIC-REVISION-CONFIRMATION-CODE (E0924) indicates that a change has been made in one of the twelve basic identification or demographic data elements since the last PEIMS data submission on this person. These twelve data elements are: FIRST-NAME, MIDDLE-NAME, LAST-NAME, GENERATION-CODE, SEX-CODE, HISPANIC-LATINO-CODE, AMERICAN-INDIAN-ALASKA-NATIVE-CODE, ASIAN-CODE, BLACK-AFRICAN AMERICAN-CODE, NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE, WHITE-CODE, and DATE-OF-BIRTH. This field is optional. However, it must have a value of "1" if there is a change in one or more of the twelve basic demographic data elements since the last PEIMS data submission on this person. If a value of "1" is present, then all twelve elements currently existing in the TEA database will be replaced with the new data being submitted. Therefore districts must always be very careful to guard the accuracy of the demographic data being reported. DATE-OF-BIRTH (E0006) indicates the month, day, and year of the person's birth. TX-UNIQUE-STAFF- ID (E1524) is a unique number assigned to a staff member by the ˿Ƶ. The TX-UNIQUE-STAFF-ID is issued to schools by the TSDS TX Unique ID Application. The TX-UNIQUE-STAFF-ID cannot be generated by a Local Education Agency (LEA). Reporting Requirements The 043 Staff Demographic record is submitted in both Submission 1 and Submission 3. However, only staff with ROLE-IDs 047 and 087 are to be submitted in Submission 3. Staff ethnicity and race must be reported using the federal standard required for reporting to the United States Department of Education (USDE). ESCs and LEAs are to report the results of the following two-part question for each staff member employed by the ESC or LEA. Part 1. Ethnicity: Is the person Hispanic/Latino? Choose only one. _____Hispanic/Latino _____Not Hispanic/Latino Part 2. Race: What is the persons race? Choose one or more regardless of ethnicity. ____a. American Indian or Alaska Native ____b. Asian ____c. Black or African American ____d. Native Hawaiian/Other Pacific Islander ____e. White See Appendix F of the PEIMS Data Standards for additional information. In Appendix F is a standardized form that is to be used by all Texas public schools to collect the ethnicity and race information. For each 043 Staff Demographic record there must be a matching 040 Staff Identification-Demographic record reported with a matching STAFF-ID. Special Reporting Requirements None. Example Ima Sue Teacher, staff ID 123004567, is employed at Learning ISD (999-999). Ima was born on January 1, 1976. For the ethnicity and race choices on Imas employment forms, she answered the two-part ethnicity and race question that she was of Hispanic/Latino ethnicity. She also indicated that she was of American Indian/Alaska Native race. Ethnicity and Race Reporting (Both questions must be answered)1. Ethnicity: Is the person Hispanic/Latino? Choose only one. _X__a. Hispanic/Latino - a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. ____b. Not Hispanic/Latino 2: Race: What is the persons race? Choose one or more regardless of ethnicity. _X__a. American Indian or Alaska Native - a person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment. ____b. 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. ____c. Black or African American - a person having origins in any of the black racial groups of Africa. ____d. Native Hawaiian/Other Pacific Islander - a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. ____e. White - a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. The 043 Staff - Data Demographic record information for Ima Sue Teacher would be reported as follows. Input Record Type CodeDistrict IDStaff IDHispanic Latino CodeAmerican Indian-Alaska Native CodeAsian CodeBlack African American CodeNative Hawaiian Pacific Islander CodeE0755E0212E0505E10XAE10XBE10XCE10XDE10XEC042C088C088C088C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Column 21Column 22Column 2304399999912300456711000043 White CodeDemographic Revision Confirmation CodeDate of Birth TX Unique Staff IDFillerE10XF E0924E0006E1524C088C088Column 24Column 25Columns 26 - 33Columns 34 - 43Columns 44 - 8000010119761122334455Explanation of 043 Staff - Data Demographic Record Layout DISTRICT-ID is 999999. STAFF-ID 123004567 is Imas Social Security Number. HISPANIC-LATINO-CODE 1 indicates that Ima reported being Hispanic or Latino ethnicity on her employment forms. AMERICAN-INDIAN-ALASKA-NATIVE-CODE 1 indicates that Ima reported being of the American Indian/Alaska Native race on her employment forms. ASIAN-CODE 0 indicates that Ima did not report being of the Asian race on her employment forms. BLACK-AFRICAN-AMERICAN-CODE 0 indicates that Ima did not report being of the Black/African American race on her employment forms. NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE 0 indicates that Ima did not report being of the Native Hawaiian/Other Pacific Islander race on her employment forms. WHITE-CODE 0 indicates that Ima did not report being of the White race on her employment forms. DEMOGRAPHIC-REVISION-CONFIRMATION-CODE is 0 because the staff demographics is being managed through the TSDS Unique ID Application, so the DEMOGRAPHIC-REVISION-CONFIRMATION-CODE flag must be zero. DATE-OF-BIRTH 01011976 indicates the month, day, and year of the person's birth. TX-UNIQUE-STAFF-ID 1122334455 indicates the unique number assigned to a staff member by the ˿Ƶ. 045 STAFF DATA - STAFF ID NUMBER CHANGE Input Record Type CodeDistrict IDStaff IDPrior IDFillerE0755E0212E0505E0990C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 80045045 Description For the 2012-2013 school year Submission 3, the 045 Staff ID Number Change Data record is not reported due to the staff demographics is being managed by the TSDS Unique ID Application. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 045 Staff ID Number Change records must match the value for DISTRICT-ID on the LEA 010 District record. STAFF-ID (E0505) is the person's Social Security number. PRIOR-ID (E0990) PRIOR-ID must be blank for 2012-2013 Submission 3 and Submission 4. Reporting Requirements Due to staff demographics being managed by the TSDS Unique ID Application, the 045 Staff ID Number Change Data record is not reported for 2012-2013 school year Submission 3. Special Reporting Requirements None. Example The district has discovered that an incorrect Social Security number had been reported for Ima Sue Teacher. The change to the correct ID number is reported as follows. Input Record Type CodeDistrict IDStaff IDPrior IDE0755E0212E0505E0990C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27045999999123007654123004567Explanation of 043 Staff - ID Number Change Record Layout STAFF-ID 123007654 is Imas correct Social Security number. PRIOR-ID 123004567 is Ima's incorrect Social Security number, which had been previously reported. 050 STAFF DATA - EMPLOYMENT- PAYROLL SUMMARY Input Record Type CodeDistrict IDStaff IDYears Experience in DistrictNumber Days EmployedPercent Day EmployedFillerE0755E0212E0505E0161E0160E0760C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 26Columns 27 - 80050050 Description The 050 Employment Payroll Summary record identifies the years of experience in the current school district along with the number of days employed and the percent of day employed. This information is used in calculating the staff full-time equivalent (FTE) data for a persons pay and the professional services that are provided by staff with ROLE-IDs. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 050 Employment Payroll Summary records must match the value for DISTRICT-ID on the LEA 010 District record. STAFF-ID (E0505) is the person's Social Security number. YEARS-EXPERIENCE-IN-DISTRICT (E0161) indicates the number of completed years that a person has been employed in any professional position in the current district or education service center, whether or not there has been any interruption in service. YEARS-EXPERIENCE-IN-DISTRICT refers to the total years of experience in the professional staff category only. All staff must report YEARS-EXPERIENCE-IN-DISTRICT. NUMBER-DAYS-EMPLOYED (E0160) indicates the actual number of at-work days within the school year that a person is scheduled to work in the district. This number does not include holidays, weekends, and any other days the employee is not scheduled to work. NUMBER-OF-DAYS-EMPLOYED should not exceed 261. PERCENT-DAY-EMPLOYED (E0760) is that percentage of a standard district work day for which the employee is hired to work. For an employee on contract, the percentage may be determined directly from the contract: full-time = "100"; half-time = "050"; and so on. For an employee who is not on contract, the percentage may be determined as follows. Example: The standard work day for the district is 7 hours. An employee is hired to work for 4 hours a day. This data element is coded as "057" for this employee because 4/7 = .571, which is rounded down. The value reported must be a whole number. If the computed value is greater than ".##50...", use rounding to the next higher percent to avoid the use of decimals or fractions. For example, .6251 is reported as "063". PERCENT-DAY-EMPLOYED should not exceed 100. PERCENT-DAY-EMPLOYED refers to the percentage of the standard district work day for which the person is employed. Those employees such as cafeteria workers and bus drivers who work only a few hours each day are not to be reported as "100" in this field. Do not look at the job, but rather the number of hours worked in relation to the standard district work day. Reporting Requirements The 050 Employment Payroll Summary record is submitted in both Submission 1 and Submission 3. However, only staff with ROLE-IDs 047 and 087 are to be submitted in Submission 3. All staff employed by the ESC or LEA must be reported with a 050 Employment Payroll Summary record. This includes those substitute teachers who are replacing teachers who have quit, died, or been fired and have not yet been permanently replaced. Districts are generally not required to report substitute teachers who work only on an as needed basis as these persons do not have a regular work schedule with a predictable NUMBER-OF-DAYS-EMPLOYED or PERCENT-DAY-EMPLOYED. If a person does not work the same amount of days as shown on the contract, then the actual number of days the employee will work must be reported. This situation may occur when a person does not begin work at the start of the school year. The value of the STAFF-ID on the 050 Employment Payroll Summary record must match STAFF-ID on a 040 Staff Identification-Demographic record. Special Reporting Requirements None. Example #1 John Instructor, Staff ID 321-22-0000, is employed by Learning ISD (999-999), has worked for Learning ISD 1 year, and is employed for 205 days per year as a full-time employee. Input Record Type CodeDistrict IDStaff IDYears Experience in DistrictNumber Days EmployedPercent Day EmployedE0755E0212E0505E0161E0160E0760C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 2605099999932122000001205100Explanation of 050 Staff - Employee Payroll Summary Record Layout STAFF-ID 321220000 indicates that Johns social security number is 321-22-0000. YEARS-EXPERIENCE-IN-DISTRICT 1 indicates that John has 1 year of experience in district 999999. NUMBER-DAYS-EMPLOYED 205 is the number of days that John is employed by the district for the school year. PERCENT-DAY-EMPLOYED is 100 because John is a full-time employee. Example #2 Jane Instructor, Staff ID 987-11-0000, is employed by Learning ISD (999-999), is a paraprofessional employee, and has been employed at the district for 3 years. She is a full-time employee hired to work for 260 days per year. Input Record Type CodeDistrict IDStaff IDYears Experience in DistrictNumber Days EmployedPercent Day EmployedE0755E0212E0505E0161E0160E0760C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 2605099999998711000000260100Explanation of 050 Staff - Employee Payroll Summary Record Layout STAFF-ID 987110000 indicates that Janes social security number is 987-11-0000. YEARS-EXPERIENCE-IN-DISTRICT is 00, designating that Jane has no professional experience. NUMBER-DAYS-EMPLOYED is shown as 260, designating the full contract year. PERCENT-DAY-EMPLOYED is shown as 100, indicating full-time employment. Example #3 Jack Instructor, Staff ID 000-21-9876, is a part-time (50%) teacher at Learning High School (999-999-001), has been working in the district for the past 10 years, and is employed for 187 days per year. Input Record Type CodeDistrict IDStaff IDYears Experience in DistrictNumber Days EmployedPercent Day EmployedE0755E0212E0505E0161E0160E0760C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 2605099999900021987610187050Explanation of 050 Staff - Employee Payroll Summary Record Layout STAFF-ID 000219876 indicates that Jacks social security number is 000-21-9876. YEARS-EXPERIENCE-IN-DISTRICT 10 indicates that jack has 10 years of professional experience at Learning ISD. NUMBER-DAYS-EMPLOYED is 187, the actual days Jack is employed per contract year. PERCENT-DAY-EMPLOYED is reported as 050, since Jack is a 50% part-time employee. 055 DISTRICT FINANCE DATA - CONTRACTED INSTRUCTIONAL STAFF Input Record Type CodeDistrict IDCampus IDProgram Intent CodeTotal Contracted Instr Staff FTEsFillerE0755E0212E0266E0320E0980C042C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 25Columns 26 - 80055055 Description The 055 Contracted Instructional Staff record identifies the total Contracted Instructional Staff FTEs by Program Intent Code at the district/campus level. TEA must be able to compute the total instructional (Function 11) staff FTEs by Program Intent Code. This information supplements that information which is reported for employees reported on the 060 Payroll Data record. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 055 Contracted Instructional Staff records must match the value for DISTRICT-ID on the LEA 010 District record. CAMPUS-ID (E0266) indicates the unique campus identification number registered with the ˿Ƶ. It is the linking of DISTRICT-ID with the campus identification number. An instructional campus: 1) has an assigned administrator, 2) has enrolled students who are counted for average daily attendance, 3) has assigned instructional staff, 4) receives federal and/or state and/or local funds as its primary support, 5) provides instruction in the Texas Essential Knowledge and Skills (TEKS), 6) has one or more grade groups in the range from early education through grade 12, and 7) is not a program for students enrolled in another public school. An alternative instructional unit: 1) is an instructional site, center, program, or arrangement that is not governed by an individual campus organization, and 2) does not meet the above standard definition of an instructional campus. PROGRAM-INTENT-CODE (E0320) identifies the cost of instruction and other services that are directed toward a particular need of a specific set of students. The intent (the student group toward which the instructional or other service is directed) determines the PROGRAM-INTENT-CODE, not the demographic makeup of the students served. TOTAL-CONTRACTED-INSTR-STAFF-FTEs (E0980) is a standard measurement of the portion of professional contracted instructional staff, expressed as a multiple of the standard work day, such as 7.7 FTEs. Round up to the nearest hundredth. For example, 9.721 FTEs is reported as "00973". These staff are paid from function 11 only. Such staff are contracted teachers, speech therapists, occupational therapists, and any other professional contracted staff working in a classroom on a dedicated basis. Reporting Requirements PEIMS collects financial information on each districts professional contracted instructional staff. These staff are paid from function 11 only. Such staff are contracted teachers, speech therapists, occupational therapists, physical therapists, and any other professional staff working in a classroom on a dedicated basis. See the Resource Guide, Financial Accounting and Reporting Module, Section 1.4.3. The total FTEs by campus, with program intent code, are reported. One 055 Contracted Instructional Staff record is submitted for each campus that has professional contracted instructional staff. Additional 055 Contracted Instructional Staff records are reported if more than one PROGRAM-INTENT-CODE is used to pay the staff. When calculating contracted instructional staff FTEs, the following items must be considered: 1) the percent of the day worked (number of hours worked divided by the number of work hours in the standard day), 2) the percent of days per week worked (number of days worked divided by 5), and 3) the percentage of weeks worked (the number of weeks worked divided by the number of weeks in the work year). For example, Mrs. Jones is hired on a contracted instructional staff basis to teach the tuba to three tuba players. Her contract specifies that she will work two hours each Monday and each Friday for the entire school year. Her FTE is 0.25 (two hours worked divided by the eight hour work day in the district) multiplied by 0.40 (two days divided by five days) multiplied by 1.0 (36 weeks worked divided by the 36 week instructional year), for a reported FTE of 0.10. Contracted instructional staff are not regular classroom teachers who have signed a contract with a district, nor are they shared services arrangement employees. Rather, these are instructors for whom the district has entered into a contractual agreement with some outside organization. Through the contract, the outside organization has committed to supplying instructional staff for the district. They are never employees of the reporting school district. Special Reporting Requirements None. Example Learning ISD (999-999) has contracted with a company to provide advanced mathematics instruction in the gifted and talented program. This instruction is provided at the high school campus. Input Record Type CodeDistrict IDCampus IDProgram Intent CodeTotal Contracted Instr Staff FTEsE0755E0212E0266E0320E0980C042C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 250559999999999990012100050Explanation of 055 Staff - Contracted Instructional Staff Record Layout PROGRAM-INTENT-CODE 21 designates the gifted/talented education program. TOTAL-CONTRACTED-INSTR-STAFF-FTEs 00050 designates a .50 FTE. 060 STAFF DATA - EMPLOYMENT PAYROLL ACCOUNTING Input Record Type CodeDistrict IDStaff IDPayroll Activity CodeFund CodeFunction CodeObject CodeOrgani-zation CodeE0755E0212E0505E0424E0316E0317E0318E0319C042C018C145C146C139Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 25Columns 26 - 29Columns 30 - 32060060 Fiscal YearProgram Intent CodePayroll AmountFillerE0974E0320E0425C147Column 33Columns 34 - 35Columns 36 - 41Columns 42 - 80 Description The 060 Employment Payroll Accounting record identifies the accounts from which each reportable ESC or LEA employee was paid along with the amount(s) for the same. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 060 Employment Payroll Accounting records must match the value for DISTRICT-ID on the LEA 010 District record. STAFF-ID (E0505) is the person's Social Security number. PAYROLL-ACTIVITY-CODE (E0424) indicates the types of duty for which a staff member receives salary, salary supplements, or bonuses. PAYROLL-ACTIVITY-CODE does NOT include fringe benefits such as group health and life insurance, workmen's compensation, sick leave, and others under OBJECT-CODE value "6140". PAYROLL-ACTIVITY-CODE 80, Base Salary, is not the state base minimum salary required by law, but is state base plus local enrichment. State base is not reported as a unique data element through PEIMS. Salary supplements are reported with PAYROLL-ACTIVITY-CODEs other than code 80. Example: Mr. Jones is hired to teach Physical Education and coach football. He will have one or more records with OBJECT-CODE 6119 and PAYROLL-ACTIVITY-CODE 80. He will have one or more records with OBJECT-CODE 6119 and PAYROLL-ACTIVITY-CODE 02. Every staff member must have at least one entry with a PAYROLL-ACTIVITY-CODE of 80, unless code 78 (non-salaried) is reported. Code 78 is to be used for reporting volunteers, TEMATE teachers, or other staff who are not paid by the district. Enter an amount of $0. Except in very rare cases, the total payroll amounts for code 80 should be greater than the sum of all other payroll amounts. FUND-CODE (E0316) identifies the fund group and specific fund (when applicable) for actual financial data (032 and 033 DISTRICT FINANCE DATA - SHARED SERVICES ARRANGEMENT ACTUAL records). FUND-CODE identifies the specific fund for budget (030 Budget Record) and payroll (060 record). FUNCTION-CODE (E0317) identifies a general operational area and groups together related activities. OBJECT-CODE (E0318) identifies an account, a transaction, or a source of funds. It indicates the major account group to which a transaction is posted or to which the associated monies are related. The major account groups for PEIMS reporting include fund equity, revenue, other resources/non-operating revenue/residual equity transfers in, expenditures/expenses, and other uses/non-operating expenses/residual equity transfers out. ORGANIZATION-CODE (E0319) identifies the unique organizational unit within the district with which the account is associated. For campuses, this is the three-digit campus number registered with the ˿Ƶ. For non-campuses, this must be one of the administrative units required in the Resource Guide, or 998 or 999. CAMPUS-ID/Organization CodePurpose(s)000If OBJECT-CODE is not 61XX-66XX, then ORGANIZATION-CODE will be changed to 000 at TEA during data loading to the mainframe. Organization 000 should be used with all object codes outside the range of 6100-6600.001-698Campuses registered in the AskTED system as instructional699Use for reporting financial information about Summer School Organization 699 is to be used for all summer school budget reporting.700Not available for use by ESCs or LEAs (implemented by edits 0302R, 032XV, and 06095).701 - 703701 Organization Unit Superintendents Office (ISDs); Organization Unit Chief Administrators Office (Charter Schools) 702 Organization Unit School Board (ISDs); organization Unit Board Directors (Charter Schools) 703 Organization Unit Tax Costs (ISDs); not applicable to Charter Schools (Implemented by edits 0302Y,032YC)704 708Reserved for Future State Definition (FARSG p480) These codes are reserved for future state designation and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).709 719If used by ESCs or LEAs then codes must be converted to 720 (implemented by edits 0302R, 032XV, and 06095).720Organization unit Direct Costs in Function 41 (General Administration)721 725Reserved for Future State Definition (FARSG p481) These codes are reserved for future state designation and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).726 749If used by ESCs or LEAs then codes must be converted to 750 (implemented by edits 0302R, 032XV, and 06095).750Organization units Indirect Costs in Function 41 (General Administration), including Business Office/Personnel/Payroll/Human Resources/Purchasing751Fiscal Agent Shared Services Arrangements. (Not applicable to Charter School) (Implemented by edits 0302Y,032YC)752 799Reserved for Future State Definition (FARSG p482) These organization units are reserved for future state definition and are not to be used by the school district. (implemented by edits 0302R, 032XV, and 06095).800 - 997If used by ESCs or LEAs then codes must be converted to 999 (notification made with edits 0302T-0302V, 032XX-032XZ, and 06095)998Unallocated Organization Unit.999If OBJECT-CODE is 61XX-66XX, ORGANIZATION-CODE is less than 699, and no match of ORGANIZATION-CODE is found in the CAMPUS-ID table, ORGANIZATION-CODE will be changed to 999 at TEA during data loading (notification made with edits 0302S, 032XW, and 06096).I FISCAL-YEAR (E0974) is the last digit of the fiscal year, e.g., the fiscal year is 4 for the 1993-94 fiscal year. For federal programs/projects, once a fiscal year code is assigned to a project that fiscal year code remains with the project until its termination, regardless of the fiscal year in which it terminates. For federal projects that lapse on June 30, the new project beginning on or after July 1 reflects the succeeding fiscal year's number. PROGRAM-INTENT-CODE (E0320) identifies the cost of instruction and other services that are directed toward a particular need of a specific set of students. The intent (the student group toward which the instructional or other service is directed) determines the PROGRAM-INTENT-CODE, not the demographic makeup of the students served. PAYROLL-AMOUNT (E0425) indicates the dollar value that is paid to a staff member for a given payroll activity per year. PAYROLL-AMOUNT is an annual amount. It is the annual pay that the person is scheduled to receive, as it is known on the PEIMS fall snapshot date. It is not the annual rate of pay for the job. Payroll amount must not be a negative amount. Payroll amounts for activities which are paid on an as-worked basis are shown as a projected annual amount. Reporting Requirements Payroll accounting information must be reported for all personnel employed by the district. This information associates a dollar amount (PAYROLL-AMOUNT) with a code (PAYROLL-ACTIVITY-CODE) specifying the activity for which the dollar amount is received. The dollar amount is further associated with the Resource Guide-prescribed accounts (FUND-CODE, FUNCTION-CODE, OBJECT-CODE, ORGANIZATION-CODE, FISCAL-YEAR, and PROGRAM-INTENT-CODE) to which that payroll cost is charged. In many cases, more than one set of payroll accounting data elements will be reported for a person. At a minimum there must be one set of payroll accounting data elements reported for the person's regular salary and one for each salary supplement that the person receives for extra duties that can be linked to the individual at the time of PEIMS reporting. Additionally, if either the regular salary or a salary supplement is charged to more than one Resource Guide-prescribed account, a set of payroll accounting data elements will be reported for each unique set of account code values. Payment for extracurricular duties for professional personnel are accounted for as salaried, and coded as function 36, object 6119. PAYROLL-ACTIVITY-CODE "80" should not be used in these situations. A 060 Employment Payroll Accounting record are required for those substitutes who are replacing teachers who have quit, died, or been fired and have not been permanently replaced. OBJECT-CODE 6112 should be used only in these situations. (Regular substitute's salaries are charged to 6112, but payroll records for these people are not reported through PEIMS.) The PAYROLL-AMOUNT will be an estimated amount. Payments for casual services or for contracted services (e.g., an individual paid to sell tickets at a football game) should not be reported in the payroll area. Districts should report taxable fringe benefits provided for staff members. Taxable fringe benefits are reported as object 6139, Employee Allowances. Examples of such taxable benefits include any allowances paid to compensate employees for expenses incurred for which the employee is not required to render a detailed accounting and other benefits taxable to the individual according to the Internal Revenue Service code. Examples include automobile, housing, uniform, and meal allowances or in-kind payments taxable under IRS code. In-kind payments such as rent-free housing or employer-furnished automobiles are to be debited to this account. Report all payroll amounts that have been made during the current school year. Also show all amounts that will be made during the remainder of the school year. The payroll records are not a projection of a person's payroll data as they are on the PEIMS fall snapshot date, but rather a payroll picture for the entire year. Special Reporting Requirements The shared services arrangement fiscal agent should report personnel and payroll information for all administrative and all itinerant employees who are paid by the fiscal agent whether or not these employees are shared by the member districts. Each member district should report only the personnel and payroll information for those employees who work under the supervision of the shared services arrangement, but are on the payroll of the member district. LEAs are generally not required to report the payroll amounts for substitute teachers who work only on an as needed basis as these persons do not have a regular work schedule with a predictable NUMBER-OF-DAYS-EMPLOYED or PERCENT-DAY-EMPLOYED. However, the LEA may be responsible for reporting the expenditures for these persons in the financial actuals data that is reported the following school year. Example #1 Missy Instructor is a high school teacher who has three accelerated education classes and two special education classes during a six-period day. Mrs. Instructor also has one planning and preparation period. She has a base salary of $25,000 per year and receives no supplements. Payroll information for Missy Instructor will be reported in the following manner. Input Record Type CodeDistrict IDStaff IDPayroll Activity CodeFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodePayroll AmountE0755E0212E0505E0424E0316E0317E0318E0319E0974E0320E0425C042C018C145C146C139C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 25Columns 26 - 29Columns 30 - 32Column 33Columns 34 - 35Columns 36 - 4106099999999900432180199116119001X2401500006099999999900432180199116119001X23010000 Explanation of 060 Staff - Employment Payroll Accounting Record Layout PAYROLL-ACTIVITY-CODE 80 identifies salary for primary duties. FUND-CODE 199 designates general fund. FUNCTION-CODE 11 designates instruction. OBJECT-CODE 6119 designates expenditure for this teacher's salary. ORGANIZATION-CODE 001 designates the campus number of this school. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 24 identifies that she teaches students served in the accelerated education program. PAYROLL-AMOUNT 15000. Sixty percent of the teacher's salary is attributed to the accelerated education program because three of the five classes that she teaches are accelerated education classes. The planning and preparation period is not considered in the apportionment of salary costs. PROGRAM-INTENT-CODE 23 identifies that she teaches students served in the special education program. PAYROLL-AMOUNT 10000. Forty percent of the teacher's salary is attributed to the special education program, since two of the five classes that she teaches are special education classes. Example #2 From example 1 above, Missy Instructor also receives a $700 supplement for being the sponsor of the debate club. The supplement information would be reported as follows. Input Record Type CodeDistrict IDStaff IDPayroll Activity CodeFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodePayroll AmountE0755E0212E0505E0424E0316E0317E0318E0319E0974E0320E0425C042C018C145C146C139C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 25Columns 26 - 29Columns 30 - 32Column 33Columns 34 - 35Columns 36 - 4106099999999900432116199366119001X99000700 Explanation of 060 Staff - Employment Payroll Accounting Record Layout PAYROLL-ACTIVITY-CODE 16 designates sponsor of a UIL club. FUND-CODE 199 designates general fund. FUNCTION-CODE 36 is used to account for co-curricular/extracurricular activities. OBJECT-CODE 6119 is used to account for money paid to employees for additional responsibilities. ORGANIZATION-CODE 001 designates the campus number of this school. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 99 indicates that participation in the debate club is not directly attributable to any one program. PAYROLL-AMOUNT is 700. Example #3 John Worker is an enrolled student, but is also employed as a part-time maintenance worker. His payroll information would be reported as follows. Input Record Type CodeDistrict IDStaff IDPayroll Activity CodeFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodePayroll AmountE0755E0212E0505E0424E0316E0317E0318E0319E0974E0320E0425C042C018C145C146C139C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 25Columns 26 - 29Columns 30 - 32Column 33Columns 34 - 35Columns 36 - 4106099999977721000080199516129999X99004500 Explanation of 060 Staff - Employment Payroll Accounting Record Layout PAYROLL-ACTIVITY-CODE 80 designates base salary. FUND-CODE 199 designates general fund. FUNCTION-CODE 51 designates Facilities Maintenance and Operation. OBJECT-CODE 6129 indicates salary for support personnel. ORGANIZATION-CODE 999 designates undistributed organization code. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 99 indicates that this is not directly attributable to any one program. PAYROLL-AMOUNT is 4500. Example #4 Dr. Principal is a full-time elementary school principal. He has a base salary of $30,000 and receives no supplements. His payroll information would be reported in the following way. Input Record Type CodeDistrict IDStaff IDPayroll Activity CodeFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodePayroll AmountE0755E0212E0505E0424E0316E0317E0318E0319E0974E0320E0425C042C018C145C146C139C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 25Columns 26 - 29Columns 30 - 32Column 33Columns 34 - 35Columns 36 - 4106099999933300765480199236119101X990000 Explanation of 060 Staff - Employment Payroll Accounting Record Layout PAYROLL-ACTIVITY-CODE 80 designates base salary. FUND-CODE 199 designates general fund. FUNCTION-CODE 23 designates school leadership. OBJECT-CODE 6119 designates expenditures for professional payroll costs. ORGANIZATION-CODE 101 designates the campus number of this school. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE is 99 because the personnel costs are not directly attributable to any program area. PAYROLL-AMOUNT is 30000. Example #5 Missy Teacher teaches in the Regional Day School for the Deaf shared services arrangement of which Learning ISD is the fiscal agent. Learning ISD would report her payroll accounting information in the following way. Input Record Type CodeDistrict IDStaff IDPayroll Activity CodeFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodePayroll AmountE0755E0212E0505E0424E0316E0317E0318E0319E0974E0320E0425C042C018C145C146C139C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 25Columns 26 - 29Columns 30 - 32Column 33Columns 34 - 35Columns 36 - 4106099999944400987480435116119751X23025000 Explanation of 060 Staff - Employment Payroll Accounting Record Layout PAYROLL-ACTIVITY-CODE 80 designates base salary. FUND-CODE 435 designates the Regional Day School for the Deaf shared services arrangement. FUNCTION-CODE 11 designates instruction. OBJECT-CODE 6119 designates the expenditure for this teacher's salary. ORGANIZATION-CODE 751 may be used when reporting shared services arrangement costs for instruction. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 23 identifies that she teaches students with disabilities. PAYROLL-AMOUNT is 25000. Example #6 Suzy Teacher is the librarian for a library shared services arrangement for Thinking ISD. Thinking ISD is a member district of the library shared services arrangement and pays Suzy Teachers salary. Thinking ISD receives funds from the fiscal agent to pay Ms. Teachers salary. Thinking ISD, not the fiscal agent, would report her payroll accounting information in the following way. Input Record Type CodeDistrict IDStaff IDPayroll Activity CodeFund CodeFunction CodeObject CodeOrgani-zation CodeFiscal YearProgram Intent CodePayroll AmountE0755E0212E0505E0424E0316E0317E0318E0319E0974E0320E0425C042C018C145C146C139C147Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 23Columns 24 - 25Columns 26 - 29Columns 30 - 32Column 33Columns 34 - 35Columns 36 - 4106099999900065432180199126119751X99018000 Explanation of 060 Staff - Employment Payroll Accounting Record Layout PAYROLL-ACTIVITY-CODE 80 designates base salary. FUND-CODE 199 designates general fund. FUNCTION-CODE 12 indicates instructional resources and media services. OBJECT-CODE 6119 designates expenditures for professional payroll costs. ORGANIZATION-CODE 751 designates a shared services arrangement. The librarian visits several different districts. FISCAL-YEAR X designates the last digit of the fiscal year. PROGRAM-INTENT-CODE 99 indicates that a librarian is not directly attributable to any one program. PAYROLL-AMOUNT is 18000. 090 STAFF DATA - RESPONSIBILITIES Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52090090 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 - 76Columns 77 - 80 Description The 090 Staff Responsibility record is used to calculate partial FTE and base pay for each reported staff responsibility. Numerous reports are created summarizing that information by district, campus, role, and/or service id. It is also used to report average class size. The AEIS Teacher FTE by Program is calculated using teacher responsibility information from the 090 Staff - Responsibilities record. The value reported for the Population Served Code for a particular service is the basis for deriving this information by program. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 090 Staff Responsibility records must match the value for DISTRICT-ID on the LEA 010 District record. STAFF-ID (E0505) is the person's Social Security number. CAMPUS-ID (E0266) indicates the unique campus identification number registered with the ˿Ƶ. It is the linking of DISTRICT-ID with the campus identification number. An instructional campus: 1) has an assigned administrator, 2) has enrolled students who are counted for average daily attendance, 3) has assigned instructional staff, 4) receives federal and/or state and/or local funds as its primary support, 5) provides instruction in the Texas Essential Knowledge and Skills (TEKS), 6) has one or more grade groups in the range from early education through grade 12, and 7) is not a program for students enrolled in another public school. An alternative instructional unit: 1) is an instructional site, center, program, or arrangement that is not governed by an individual campus organization, and 2) does not meet the above standard definition of an instructional campus. Follow the Resource Guide rules for reporting organizations/campus IDs. For 055 and 090 Staff - Responsibilities records, if the last three digits of CAMPUS-ID are greater than 698, except for 751, then the last three digits will be changed to 700 at TEA during the data load. However, 700 is not a valid number for use by districts in reporting to TEA. ROLE-ID (E0721) identifies the capacity in which a person serves. Examples of roles are teacher, art therapist, and superintendent. Work-Based Learning Site Coordinator is a CTE teacher (ROLE-ID 087 or 047) who is assigned to career preparation work-based learning experiences and changes from ROLE-ID 087/047 to ROLE-ID 032 when visiting a student training site for the purpose of evaluating the student and consulting the employer. When this role changes, the teacher must be reported with an additional 090 Staff - Responsibilities record using ROLE-ID 032, the relevant CTE SERVICE-ID, and a unique CLASS-ID-NUMBER that reflects the total amount of time (MONTHLY-MINUTES) and the total number of students (NUMBER-STUDENTS-IN-CLASS) for all of the students involved in this learning arrangement. If a person's actual role is not found among the list of values for ROLE-ID in Code Table C021, choose the closest approximation to the actual role that is available in the table. ROLE-ID 033 - Instructional Educational Aides Instructional Educational Aides are reported as role 033. 090 Staff - Responsibilities records are not reported for Non-Instructional Aides such as library clerks, office clerks, attendance clerks, health clerks, etc. In some instances, an instructional educational aide may serve in a library. A 090 Staff - Responsibilities record is reported for aides who work in a library and spend most of their time helping students. Library clerks, who shelve books, check books in and out, and handle paperwork for the librarian are not reported on a 090 Staff - Responsibilities record and are, therefore, considered auxiliary staff. Chart A: Coding for Substitute and absent Regular Staff Type of StaffSee ExampleExampleReport on the 090 Staff - Responsibilities recordRoleServiceStudentsSubstitute4Typical type of substitute: hired on a daily basis to substitute teach but is not on the regular district payroll.Is not reported through PEIMS.Is not reported through PEIMS.4Floating Substitute Professional district employee who is hired on a long-term basis to substitute as needed in whatever classroom falls vacant on a given day due to a teacher calling in sick or taking a personal leave day.047SR00000704Substitute for classroom staff not returning to classroom. Teaching position has become vacant through death, resignation or termination.047Appropriate service id for the classNumber of studentsClassroom staff out on the as-of-date4Classroom staff still on the district payroll who are out on a sabbatical, a suspension, or for an extended illness and whose classroom duties have been permanently reassigned. Appropriate roleSR0000070Classroom staff that will be returning to the classroom4Classroom staff on sick leave, pregnancy or family medical emergency leave whose duties are temporarily assigned to a substitute. The substitute is not reported.Appropriate roleAppropriate service for class Number of studentsSERVICE-ID (E0724) refers to the services supplied by staff. If the SERVICE-ID listed in Code Table HYPERLINK "http://wwwdev.tea.state.tx.us/peims/standards/weds/c022.html"C022 ends in XXX, then any value will be allowed in character positions 6-8. The values in character positions 6-8 will be changed to XXX at TEA during data loading. For elementary classes, districts have the option of using either the generic elementary Service IDs (02010000 - Grade 1, 02020000 - Grade 2, 02030000 - Grade 3, 02040000 - Grade 4, 02050000 - Grade 5, 02060000 - Grade 6) for the core curriculum or the subject specific Service IDs in the student and teacher scheduling system(s). However, the district should make the decision to report these elementary Service IDs based upon what the students will be reported with on the 415 Course Completion record in the summer submission. A school will not be able to report teachers using one method and students with the other as the data will not pass the fatal edits in the summer submission for the Classroom Link data reporting. 02000000, Elementary, Grades 1-6, should be used only when a teacher is serving multi-grade or ungraded student populations, typically in a pullout program. It is not used for those situations where a district assigns a teacher two contiguous grades of students because neither grade has enough students to allow for a single classroom. Such teachers would have two 090 Staff - Responsibilities records with different Service IDs and different CLASS-ID-NUMBERs. The values for SERVICE-ID listed in Code Table C022 include both courses and non-teaching responsibilities. Responsibilities such as lunch monitoring duty or playground supervision are not included and, therefore, are not reported. SERVICE-ID SR000007, Unassigned professional instructional duty, is used only in two situations. See Chart A: Coding for Substitute and absent Regular Staff above Chart C: Locally Developed and Modified Courses Local Credit Course?Credit toward graduation?Service ID8 digit Service IDNon-special education courses. All students (both special education and non-special education) may participate.YesNoService IDs are included in C022 for each subject area and grade level.Each Service ID begins with an 8.Special education courses designed through an IEP as an appropriate alternative to a course that meets state graduation requirementsYesYesService ID 9XXXXXXX is included in the C022 table. XXXXXXX may have any combination of letters and numbers. Each Service ID must begin with a 9.A standard course with a service id in C022 that has been modified for a student receiving special education as a result of an admission, review, and dismissal (ARD) committees decisionNoDepends on requirements in IEP. See Academic Achievement Record (AAR) for coding.Standard Service ID Chart D: P.E. and P.E. Equivalent Courses DutiesStudents Receiving PE or PE Equivalent Credit?RoleService IDTeaching dutiesYes, PE Credit (If appropriate knowledge and skills are taught) 087Appropriate Service-IDTeaching dutiesYes, PE Equivalent Credit 087PES00000 - PES00014 PES00052 - PES00055Districts have the flexibility of offering technology applications (computer literacy) in a variety of settings at the middle school level, including a specific class or integrated into other subject areas. The additional numbers in the Technology Applications area for middle school are there to record how this curriculum is addressed. The typical type of substitute teacher where a person is hired on a daily basis to substitute teach but is not on the regular district payroll is not reported through PEIMS. CLASS-ID-NUMBER (E1056) is a number identifying a unique course section that is unique for a particular school year, Campus, and SERVICE-ID. The CLASS-ID-NUMBER may be any 14 character district defined identifier comprised of letters and/or numbers. Each class in a staffs schedule during the month of October is reported with a unique number for that class on a campus. The value of CLASS-ID Number may be determined by the district as long as it remains unique for that person on that campus. A CLASS-ID-Number value may be repeated at the same campus in order to show multiple teachers assigned to the same Course Section. If more than one service is being performed at the same time in a class by a staff member multiple 090 Staff - Responsibilities records should be reported with unique CLASS-ID-NUMBERs for each service to represent each course section that is being taught. POPULATION-SERVED-CODE (E0747) identifies the student population for which a service has been designed or is intended. It does not necessarily identify the program eligibility of the students who receive the service. The correct code is determined by the population, for which the service was designed, not by the student population that receives a service. If two or more populations are being served, only one record should be reported, using the population for which the service was designed. If intent cannot be determined, use code 01, regular students. POPULATION-SERVED-CODE does not necessarily identify the program eligibility of the students who receive the service. A scheduled classroom service will have a single POPULATION-SERVED-CODE value (e.g. "01" for regular students) despite the fact that members of other student populations happen to be served in the class. The same holds true for non-classroom services. It is only when the service has been tailored for a special population that POPULATION-SERVED-CODE should be given values that apply to special student populations. The correct value of POPULATION-SERVED-CODE is determined by the population, for which the service was designed, not by the student population that receives a service. If two or more populations are being served, only one record should be reported, using the population for which the service was designed. NUMBER-STUDENT-IN-CLASS (E0170) indicates the number of students in membership in the class as of the PEIMS reporting date. If more than one classroom staff member is serving a group of students during the same class period, the person who is the teacher of record is reported with all the students for NUMBER-STUDENTS-IN-CLASS. The other staff members are reported with NUMBER-STUDENTS-IN-CLASS as 0. If there is any variation in the number of students resulting from overlapping responsibilities, report NUMBER-STUDENTS-IN-CLASS as the number of students as of the beginning of the class. In no case should the class be subdivided to report more detail than SERVICE-ID permits. Instructional Educational Aides and Certified Interpreters should report NUMBER-STUDENTS-IN-CLASS as 0. ESC-SSA-STAFF-INDICATOR-CODE (E1015) indicates whether the education service center staff responsibility being reported is part of a shared services arrangement for which the education service center is the fiscal agent. ESC-SSA-STAFF-INDICATOR-CODE is completed by education service centers only. This field is not valid for school districts. CLASS-TYPE-CODE (E1055) identifies the type of class providing instruction to students in particular class settings. CLASS-TYPE-CODE is used to differentiate classes providing instruction in a regular setting classroom from non-regular classrooms. Refer to chart below for CLASS-TYPE-CODE examples. Chart E: CLASS-TYPE-CODE Examples CLASS-TYPE-CODECLASS-TYPE-CODE Example01 RegularUsed for all settings not mentioned below including regular classroom, laboratory or shop settings 02 Non-regularAll other settings In-School Suspension School-Community Guidance Center Disciplinary Alternative Education School Program Televised Instruction Non-disciplinary Alternative Education Special Education Residential Care and Treatment FacilityMONTHLY-MINUTES (E1057) is the total number of minutes in a month devoted to a particular class. A month is generally considered to be the 4 weeks prior to the PEIMS fall snapshot date. The total MONTHLY-MINUTES are reported for each class. The four weeks preceding the PEIMS fall snapshot date need to be considered to calculate the monthly minutes. For example, a class that is taught for one hour every day would report 1,200 monthly minutes (60 minutes x 5 days x 4 weeks) on the 090 Staff responsibility record for that class. A class taught one hour three times each week would report 720 monthly minutes (60 minutes x 3 days x 4 weeks. A class taught for different amounts of time each week would be reported with a cumulative monthly minute total. Reporting Requirements 090 Staff Responsibility records are reported for professional and paraprofessional staff only. Each service that a person provides must be reported on a separate 090 Staff - Responsibilities record. If a person performs duties on more than one campus, serves in more than one role, and/or perform more than one type of service, then multiple 090 Staff - Responsibilities records are reported to reflect these duties. Please refer to the Special Reporting Instructions below for guidance on reporting staff responsibilities provided within a Shared Services Arrangement. If an instructional professional performs more than one service in the same classroom setting, then each of those services are reported on individual 090 Staff - Responsibilities records. For example, there are not enough French foreign language students (French I, French II, and French III) to make up separate classes. If these classes are combined together in the same classroom at the same time, then a 090 Staff - Responsibilities record will be reported for each SERVICE-ID (French I, French II, and French III). If a person reported on a 040 staff record is not reported with a 090 Staff - Responsibilities record, TEA will assume that the person is an auxiliary staff member and provides no professional services to the LEA. The 090 Staff Responsibilities data is reported for the four weeks in October that include the PEIMS fall snapshot date. This is true for all professionals that were employed on the PEIMS fall snapshot date. The data elements that must be reported for each ROLE-ID are specified in the edits 0900B and 0900C. In addition to the mandatory elements for 090 Staff - Responsibilities records, for those records where the ROLE-ID is found in the list in edit 0900B in Section 5, the elements listed below must not be blank. A value from the appropriate code table or a value following the data specifications must be entered. MONTHLY-MINUTES CLASS-ID-NUMBER CLASS-TYPE-CODE For all ROLE-IDs not listed in edit 0900B, only the elements shown below should be reported. RECORD-TYPE-CODE DISTRICT-ID STAFF-ID CAMPUS-ID ROLE-ID POPULATION-SERVED-CODE SERVICE-ID Physical education, fine arts, and special education classes on elementary campuses may be reported using only one record or may be reported section by section, if desired. If no campus can be assigned for staff such as homebound, hospital class, and off-home campus teachers, assign a campus number of 999. Class ID Number/Monthly Minutes If a district employs nine-week semesters (sometimes referred to as accelerated block schedules), report the data on the current semester only Because of legislative requirements for class size reporting, districts are to report staff responsibility data at the lowest level possible. When the SERVICE-IDs for elementary courses are used for reporting the 090 Staff - Responsibilities record on an elementary, junior high, middle school, or combined elementary/secondary campus, each section must be reported as a separate record. Detailed schedules are not reported on the 090 Staff - Responsibilities record for Instructional Educational Aides (033) and certified interpreters (036). Instead, a 090 Staff - Responsibilities record is submitted showing the total monthly minutes the staff person serves in that role. Generic aide and interpreter SERVICE-IDs are available for the record. NUMBER-STUDENTS-IN-CLASS should be reported as 0 for these roles. The number of students in the class should be reported on the teacher-of-record 090 Staff - Responsibilities record. Staff responsibilities that occur before or after the normal school day for events where students do not receive credit are not reported (this includes but is not limited to sports practice, band practice, UIL clubs and practices). Staff responsibilities for courses taken for credit (including but not limited to zero-hour courses) and Adult Basic Ed classes are considered part of the normal school day for 090 Staff - Responsibilities record reporting purposes. Therefore, courses that are offered to students before or after school for course credit must be reported with a 090 Staff Responsibility record. The High School Equivalency Program (HSEP) is reported with service id SR000008. The POPULATION-SERVED-CODE is usually 01-Regular, unless the district is using compensatory funds for this program. ROLE-ID VS. SERVICE-ID MATRIX F = Fatal edit SW = Special warning edit W = Warning edit TEACHERSROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION087Teacher09039 FALL (EXCEPT INVALID)SS001000-SS010000, SS012000-SS019000, SAXXXXXX11,13047Substitute Teacher09039 FALL (EXCEPT INVALID)SS001000-SS010000, SS012000-SS019000, SAXXXXXX11, 13EDUCATIONAL AIDES/INTERPRETERSROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION033Educational Aide0902B FSA000003All except SA00000311, 12036Certified Interpreter09033 FSA000004All except SA00000411PROFESSIONAL SUPPORTROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION002Art Therapist09027 WSE000001, SE000005, SE00000611005Psychological Associate09029 WSE000001, SS007000-SS00900031006Audiologist09030 WSE000001-SE000003, SE00000631007Corrective Therapist09031 WSE00000111008Counselor09032 FSS00700031011Educational Diagnostician09031 WSE00000131013Librarian09035 FSS00200012015Music Therapist09027 WSE000001, SE000005, SE00000611 ROLE-ID VS. SERVICE-ID MATRIX (continued) F = Fatal edit SW = Special warning edit W = Warning edit PROFESSIONAL SUPPORT (continued)ROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION016Occupational Therapist09031 WSE00000111017Certified Orientation and Mobility Specialist (COMS)09036 WSE000001, SE000004- SE00000611018Physical Therapist09036 WSE000001, SE000004- SE00000611019Physician09037 FSS00900033021Recreation Therapist09036 WSE000001, SE000004- SE00000611022School Nurse09037 FSS00900033023Psychologist/Licensed Specialist In School Psychology (LSSP)09029 WSE000001, SS007000- SS00900031024Social Worker09087 FSS00800032026Speech Therapist/ Speech Language Pathologist09040 FSE000002-SE00000311030Truant Officer/ Visiting Teacher09088 FSS02000032032Work Based Learning Site Coordinator09045 WALL (EXCEPT INVALID)SAXXXXXX, SSXXXXXX, SE000002-SE00000611041Teacher Facilitator09048 WSS001XXX, SS002000, SS004XXX, SS005XXX21042Teacher Appraiser09082 WSS001000-SS001003, SS00500023054Department Head09057 FSS002000, SS004000-SS00600013, 21056Athletic Trainer09061 FSS01100036058Other Campus Professional Personnel09062 WALL (EXCEPT INVALID)SEXXXXXX, SS001XXX, SS013000-SS014000, SS01900011-36, 53, 61080Other Non-Campus Professional Personnel09025 WSS010000, SS006000, SS012000-SS019000, SS021000, SS023000, SS025000 All FUNCTION CODEs apply excluding FUNCTION CODE 11CAMPUS ADMINISTRATIONROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION003Assistant Principal09028 FSS00300023020Principal09028 FSS00300023 ROLE-ID VS. SERVICE-ID MATRIX (continued) F = Fatal edit SW = Special warning edit W = Warning edit CAMPUS / CENTRAL ADMINISTRATION(Campus Admin if org = 001-699) (Central Admin if org = 701-799, 998, 999)ROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION 012Instructional Officer09034 FSS001XXX, SS002000, SS004XXX, SS005XXX, SS006000, SS007000, SS01100012, 13, 21, 31028Teacher Supervisor09042 FSS001XXX, SS002000, SS004XXX-SS005XXX 21040Athletic Director09047 FSS01100036055Registrar09059 FSS003000, SS01300023, 41CENTRAL ADMINISTRATION / DISTRICT-WIDE ADMINISTRATIONROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION004Assistant/Associate/ Deputy Superintendent09026 FSSXXXXXX12, 13, 21, 31-61, 81027Superintendent/Chief Admin Officer/CEO/ President09041 FSS01300041043Business Manager09041 FSS01300041044Tax Assessor/Collector09041 FSS01300041045Director of Personnel/ Human Resources09041 FSS01300041ESC ONLYROLEROLE NAMEEDIT/TYPEAPPROPRIATE SERVICE-IDsINVALID SVC IDsFUNCTION060Executive Director09098 FSS01300041061Assistant/Associate/ Deputy Executive Dir09099 FSSXXXXXX41062Component/Department Director09099 FSSXXXXXX21,41063Coordinator/Mgr/ Supervisor09099 FSSXXXXXX21, 51, 52, 53064Specialist/Consultant09099 FSSXXXXXX21065Field Service Agent0901AWSS02200041, 62079Other ESC Professional Personnel09099 FSSXXXXXX11, 12, 13, 21, 51, 52, 53One 011 Shared Services Arrangement record must be reported if the first six digits of CAMPUS-ID do not match DISTRICT-ID. The value of STAFF-ID on this record must match the value of STAFF-ID on some 040 Staff Identification/Demographic record. If STAFF-TYPE-CODE on the 040 Staff Identification/Demographic record is 2, then there must be at least one matching 090 Staff - Responsibilities record for that staff ID, and the ROLE-ID must be 047 or 087. Special Reporting Requirements Special Instructions for Shared Services Arrangement Reporting The shared services arrangement fiscal agent should report the responsibility data for those administrative or itinerant employees who are paid by the fiscal agent. When services are provided on a campus of a member district, the CAMPUS-ID reported will be that of the member district campus. Thus, the DISTRICT-ID will not always match the first six digits of the CAMPUS-ID. Each member district will report the staff responsibility data for any employees that it pays who perform shared services arrangement related services. If a staff member should be an employee both of the shared services arrangement fiscal agent and of a shared services arrangement member, each organization would then report all the staff data that pertains to that individual's employment with it. TEA would receive only duplicate identification and demographic data in such a case. Example #1 Superintendent/ Assistant Superintendent/ District Instructional Program Director/ Business Manager Dr Landers (436-26-0000) is the Superintendent of Learning ISD (256925). Mr. Park (427-11-0000) is the Assistant Superintendent of Learning ISD. Ms. Young (427-12-0000) is the District Instructional Program Director. She provides leadership over all instruction in the district. Mr. Booker (427-13-0000) is the Business Manager and CFO for Learning ISD. They all work from 8:00 AM to 5:00 PM with an hour for Lunch. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 5209025692543626000025692599027SS013000090256925427110000256925999004SS013000090256925427120000256925999012SS001000090256925427130000256925999043SS013000 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 - 76Columns 77 - 8001010101Explanation of 090 Staff - Responsibilities Record Layout DISTRICT-ID 256925999 indicates Learning ISD district-wide duties. ROLE-ID 027 indicates Superintendent, 004 indicates Assistant Superintendent, 012 indicates District Instructional Program Director, 043 indicates Business Manager. SERVICE-ID SS013000 indicates General Administration, SS001000 indicates Instructional Administration. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. CLASS-TYPE-CODE 01 indicates that the type of setting of all of the classes that Mrs. Newton teaches is a regular class type. Example #2 Principal/ Assistant Principal/ Counselor Mr. Jones (533-45-0000) is the Principal at Learning High School (002) in Learning ISD (256925). Mr. Strict (533-44-0000) is the Assistant Principal at Learning High School. Ms. Simmons (533-46-0000) is the Counselor at Learning High School. They all work from 7:30 AM to 4:30 PM with an hour for Lunch. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52090256925533450000256925002020SS003000090256925533440000256925002003SS003000090256925533460000256925002008SS007000 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 - 76Columns 77 - 80010101Explanation of 090 Staff - Responsibilities Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. CAMPUS-ID 256925002 indicates the county district campus number for Learning High School. ROLE-ID 020 indicates a Principal, 003 indicates an Assistant Principal, 008 indicates a Counselor. SERVICE-ID SS003000 indicates School Administration, SS007000 indicates Guidance and Counseling Services. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. Example #3 High School Teacher/ Elementary Team Teaching Mrs. Newton (456-00-9012) is a mathematics teacher at Learning High School (002) in Learning ISD (256925). She teaches three section of Algebra I (03100500), one section of Precalculus (03101100), and one section of Geometry (03100700. Each of the classes that she teacher each day is 50 minutes long. Mrs. Worley (545-00-2948) is the Department Chair for Science at Learning Elementary (102) in Learning ISD (256925). Each day she teaches a 3rd grade science class (02650300) from 9:00-10:15. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 5209025692545600901225692500208703100500ALGEBRA000000109025692545600901225692500208703100500ALGEBRA000000209025692545600901225692500208703100500ALGEBRA000000309025692545600901225692500208703101100PRECALC000000109025692545600901225692500208703100700GEOMETRY000001090256925545002948256925102054SS0040110902569255450029482569251020870265030000000000000004 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 - 76Columns 77 - 8001024010100001025010100001023010100001018010100001026010100001010210101500Explanation of 090 Staff - Responsibilities Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 456009012 is the ID number for Mrs. Newton, 545002948 is the ID number for Mrs. Worley. CAMPUS-ID 256925002 indicates the county district campus number for Learning High School, 256925102 indicates the county district campus number for Learning Elementary school. ROLE-ID 087 indicates Mrs. Newton & Mrs. Worley are teachers, 054 indicates Mrs. Worley is also the Department Chair for Science SERVICE-ID 03100500 indicates the instruction of Algebra 1, 03101100 indicates the instruction of Precalculus, 03100700 indicates the instructions of Geometry, SS004011 indicates Instructional Research And Development, Science, 02650300 indicates instruction in Science, 3rd Grade. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. NUMBER-STUDENTS-IN-CLASS 024, 025, 023, 018, 026, 021 indicates there are 24, 25, 23, 18, 26, 21 students respectively in the classes. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. CLASS-TYPE-CODE 01 indicates that the type of setting for the instruction being provided to these students is a regular class type. CLASS-ID-NUMBER ALGEBRA0000001, ALGEBRA0000002, ALGEBRA0000003, PRECALC0000001, GEOMETRY000001, 00000000000004 indicates the unique class identification numbers for each section. MONTHLY-MINUTES of 00650 indicates that for the last 4 weeks of October, ending with the PEIMS fall snapshot date, Mrs. Grammar provides 650 minutes of English I instruction to the Block A students. (55 minutes x 3 days in the week x 2 weeks of the month) + (80 minutes x 2 days in the week x 2 weeks of the month) = 650 minutes MONTHLY-MINUTES of 01000 indicates that for the last 4 weeks of October, ending with the PEIMS fall snapshot date, Mrs. Newton taught each of the classes listed for 1000 minutes. (50 minutes x 5 days in the week x 4 weeks) = 1000 minutes MONTHLY-MINUTES of 01500 indicates that for the last 4 weeks of October, ending with the PEIMS fall snapshot date, Mrs. Worley taught the class listed for 1500 minutes. (75 minutes x 5 days in the week x 4 weeks) = 1500 minutes Example #4 Substitutes and Staff on Leave 4A: Typical Substitute Miss May is on the list of approved substitutes for Learning ISD (256925). She is called occasionally to substitute for a teacher who is ill or needs to take a day of personal leave. Learning ISD would not submit a 090 Staff - Responsibilities record for Miss May. 4B: Floating Substitute Mrs. Marks (000-72-7543) was hired by Learning ISD to be a floating substitute. She is a full-time, permanent employee of the district and is sent to fill-in at different campuses in the district wherever she is needed. She works each day from 8:30-3:30 with a 30 minute lunch. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925000727543256925999047SR00000700000000000001 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 71Column 72 76Columns 77 80010000107800Explanation of 090 Staff - Responsibilities Record Layout CAMPUS-ID 256925999 indicates that Mrs. Marks is an employee with district duties. ROLE-ID 047 indicates Mrs. Marks is a substitute teacher. SERVICE-ID SR000007 indicates Unassigned Professional classroom duty. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE 01 indicates that the setting for the instruction she provides is a regular class type. CLASS-ID-NUMBER 00000000000001 is the unique id assigned to her duties. NUMBER-OF-STUDENTS-IN-CLASS 000 indicates that 0 students are reported for the substitute since the students are reported on the teacher-of-record 090 Staff - Responsibilities record. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES 07800 indicates that 7800 minutes are associated with the substitutes responsibility. (390 minutes each day x 5 days in the week x 4 weeks) = 7800 minutes 4C: Substitute for Staff Who Will Not Be Returning to Classroom Miss Lucky (832-00-7654) was hired in September to teach a 55 minute Biology I (03010200) class as a substitute for a teacher who resigned from Batesville High School (002) and will not be returning to work. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 30Columns 31 38Columns 39 - 520902569258320076542569250020470301020000000000000157 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 71Column 72 76Columns 77 80010180101100Explanation of 090 Staff - Responsibilities Record Layout CAMPUS-ID 256925002 indicates that Miss Lucky is an employee assigned to Batesville High School. ROLE-ID 047 indicates Miss Lucky is a substitute teacher. SERVICE-ID 03010200 indicates Biology I. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE 01 indicates that the type of setting for the instruction she provides is a regular class type. CLASS-ID-NUMBER 00000000000157 is the unique id assigned to her duties for that class. NUMBER-OF-STUDENTS-IN-CLASS 018 indicates that there are 18 students in the class. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES 01100 indicates that the teacher spends 1100 minutes a month teaching the class. (55 minutes each day x 5 days in the week x 4 weeks) = 1100 minutes 4D: Staff Who Will Return with Permanently Assigned Substitute Mr. Stemper (443-67-0000) was permanently hired at the beginning of October at Batesville High School (002) to substitute for Mrs. Riley (372-54-0000) who taught Debate I (03240600) for 55 minutes each day. She will be out on extended medical leave for the rest of the year. Since Mrs. Riley is out of the classroom on the PEIMS fall snapshot date, is still on the district payroll and a permanent substitute has been hired, a 090 Staff - Responsibilities record is reported for her as well as for the substitute. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 30Columns 31 38Columns 39 - 52090256925372540000256925002087SR000007000000000000010902569254436700002569250020870324060000000000DEB004 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 71Column 72 76Columns 77 80010000107800010180107800Explanation of 090 Staff - Responsibilities Record Layout CAMPUS-ID 256925002 indicates that Mrs. Riley normally provides services at Batesville High School. ROLE-ID 087 indicates Mrs. Riley and Mr. Stemper are teachers. SERVICE-ID 03240600 indicates Debate I and SR000007 indicates Unassigned Professional classroom duty. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE 01 indicates that the setting for the instruction they provide is a regular class type. CLASS-ID-NUMBER 00000000000001 and 00000000DEB004 are the unique id assigned to their duties. NUMBER-OF-STUDENTS-IN-CLASS 000 indicates that 0 students are reported for Mrs. Riley as Mr. Stemper is the current teacher-of-record. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES 07800 indicates that 7800 monthly minutes are reported for each teachers responsibility. (390 minutes each day x 5 days in the week x 4 weeks) = 7800 minutes 4E: Teacher Who Will Return With Temporarily Assigned Substitute Mr. James (746-00-2976) who teaches a 55 minute English II (03220200) class has taken a family medical emergency leave in October. Typical substitutes will handle his class until his return. Because Mr. James absence is temporary, he will return to the classroom and he is still on the district payroll. As a result, he remains the teacher-of-record and his 090 Staff - Responsibilities record for the English II class is reported as if he were working. The responsibility for the typical substitute is not reported. No 090 Staff - Responsibilities record would be reported by Learning ISD for the substitute. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 30Columns 31 38Columns 39 - 520902569257460029762569250020870322020000000000ENG001 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 71Column 72 76Columns 77 80010200101100Explanation of 090 Staff - Responsibilities Record Layout CAMPUS-ID 256925002 indicates that Mr. James is assigned to Batesville High School, ROLE-ID 087 indicates Mr. James is a teacher. SERVICE-ID 03220200 indicates English II classroom duty POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE 01 indicates that the setting for the instruction he provides is a regular class type. CLASS-ID-NUMBER 00000000ENG001 is the unique id assigned to his duties. NUMBER-OF-STUDENTS-IN-CLASS 020 indicates that 20 student are reported as Mr. James continues to be the teacher-of-record. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES 01100 indicates that 1100 monthly minutes are reported for each teachers responsibility. (55 minutes each day x 5 days in the week x 4 weeks) = 1100 minutes Example #5 Educational Aides/ Certified Interpreters Learning ISD (256925) employs three aides at Learning Elementary (102); Mrs. Jones (345-00-2648), and Mrs. Anderson (465-00-6743). They all work from 8:00-4:00 each day with an hour for lunch. Mrs. Jones is assigned to assist teachers in the classroom. Mrs. Anderson works in the library. Mrs. Anderson helps the students find books, use the library system and do research. She shelves books, monitors book orders and prepares new books for the shelves. Only the responsibilities for Mrs. Jones and Mrs. Anderson are reported and are reported in the following manner. Ms. Smith (000-73-2968) is a certified interpreter at Learning High School (002) in Learning ISD (256925). Each day, Ms. Smith provides interpreting services for three classes of Biology (03010200) and three classes of Chemistry (03040000). All of her classes are 55 minutes in length. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925345002648256925102033SA00000300000000000001090256925465006743256925102033SA00000300000000000002090256925000732968256925002036SA00000400000000000001 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 76Columns 77 80010000108400 01000 0108400060000106600Explanation of 090 Staff - Responsibilities Record Layout CAMPUS-ID 256925102 indicates Learning Elementary in Learning ISD. STAFF-ID 345002648 indicates Mrs. Jones, 465006743 indicate Mrs. Anderson and 000732968 indicate Ms. Smith. SERVICE-ID SA000003 is used to record the entire days duties of an instructional educational aide; SA000004 is used to record the entire days duties of an Interpreting Services provider. POPULATION-SERVED-CODE 01 indicates Regular Students are being served, 06 indicates Special Education Students are being served. ROLE-ID 033 indicates Instructional Educational Aide and 036 indicates certified interpreter. NUMBER-STUDENTS-IN-CLASS 000 indicates that 0 students are reported on Instructional Educational Aide records. CLASS-TYPE 01 indicates that type of setting for the instruction Mrs. Anderson and Mrs. Jones are providing to these students is a regular class type. CLASS-ID-NUMBER 00000000000001 and 00000000000002 are the unique ids for each service. MONTHLY-MINUTES 08400 indicates that 8400 minutes are spent for each of the aides monthly duties. (420 minutes each day x 5 days in the week x 4 weeks) = 8400 minutes MONTHLY-MINUTES 06600 indicates that 6600 minutes are spent for the interpreters services. (330 minutes each day x 5 days in the week x 4 weeks) = 6600 minutes Example #6 Special Education Teacher in a Shared Services Arrangement Teacher Rose (456-00-2741) is a therapist at Summit Elementary campus (101) in Learning ISD (256925). She works each day from 8:30 AM to 3:00 PM with a half-hour off for lunch. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52090256925456002741256925101026SE00000300000000000001090256925456002741256925101006SE00000600000000000002090256925456002741256925101011SE00000100000000000003 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 76Columns 77 - 80060160202880060140202880060060202880Explanation of 090 Staff - Responsibilities Record Layout DISTRICT ID for all three responsibility records is Learning ISD (256925) since Learning ISD is the fiscal agent of the Special Education Shared Service Arrangement and hired and pays Ms. Rose. Learning ISD reports all three responsibility records for Ms. Rose. STAFF-ID 456002741 indicates the STAFF-ID for Ms. Rose. CAMPUS-ID 256925101 indicates county district campus number for Summit Elementary. ROLE-ID 026 indicate Speech Therapist/Speech-Language Pathologist, 006 indicates Audiologist, and 011 Shared Services Arrangement indicates Educational Diagnostician. SERVICE-ID SE000003 Speech Assessment, SE000006 indicates Auditorially Impaired, and indicates SE000001 indicates the delivery of Special Education instruction. POPULATION-SERVED-CODE 06 indicates Special Education Students are being served. NUMBER-OF-STUDENTS of 016, 014, and 006 indicates that there were 16, 14, and 6 students in the Special Education classes. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. CLASS-TYPE 02 indicates that type of setting (Special Education) for the instruction Ms. Rose is providing to these students causes it to be considered a non-regular class type. CLASS-ID-NUMBER 00000000000001, 00000000000002, and 00000000000003 indicate the unique CLASS-ID-NUMBERs for Ms. Rose for each service. MONTHLY-MINUTES of 02880 for Summit Elementary indicate the total number of minutes Ms. Rose provides service at the campus in a month (4 weeks prior to the last Friday of October). (360 minutes x 2 days in the week x 4 weeks) = 2880 minutes Example #7 High School Teacher Block Schedule Mrs. Grammar (Staff ID 345-00-8901) is an English/Language Arts teacher at Learning High School (Campus 002) in Learning ISD (District 256-925). Jefferson High School operates an alternating block schedule system. She teaches one section of English I (Service ID 03220100) to the 21 Block A students from 8:30 AM to 9:25 AM on Monday, Wednesday, and Friday of one week and from 8:30 AM to 9:50 AM on Tuesday and Thursday of the next week. She also teaches a 2nd section to 18 Block B students who are taught on alternate days and weeks. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 5209025692534500890125692500208703220100000000000010010902569253450089012569250020870322010000000000001002 Population Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 - 76Columns 77 - 8001021010006500101801000650Explanation of 090 Staff - Responsibilities Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 345008901 indicates the STAFF-ID number for Mrs. Grammar. CAMPUS-ID 256925001 indicates the county district campus number for Jefferson High School. ROLE-ID 087 indicates Mrs. Grammar is a teacher. SERVICE-ID 03220100 indicates the instruction of English I. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. NUMBER-STUDENTS-IN-CLASS 021 and 018 indicates that there are 21 students in the Block A English I class and 18 in the Block B English I class. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. CLASS-TYPE-CODE 01 indicates that the type of setting for the instruction being provided to these students is a regular class type. CLASS-ID-NUMBER 00000000001001, 00000000001002 indicate Mrs. Grammars unique numbers identifying the service she provides to the Block A group of English I students and the Block B group of English I students. MONTHLY-MINUTES of 00650 indicates that for the last 4 weeks of October, ending with the PEIMS fall snapshot date, Mrs. Grammar provides 650 minutes of English I instruction to the Block A students. (55 minutes x 3 days in the week x 2 weeks of the month) + (80 minutes x 2 days in the week x 2 weeks of the month) = 650 minutes MONTHLY-MINUTES of 00650 indicates that for the last 4 weeks of October, ending with the PEIMS fall snapshot date, Mrs. Grammar provides 650 minutes of English I instruction to the Block B students. (80 minutes x 2 days in the week x 2 weeks of the month) + (55 minutes x 3 days in the week x 2 weeks of the month) = 650 minutes Example #8 Athletic Director and High School Coach/PE Teacher Mr. Sportz (000-01-2345) is the Athletic Director for Learning ISD (256-925). He oversees all of the UIL sports programs for Learning ISD. He is also the head football coach for the Jefferson High School (001) varsity football team. The football team has a daily practice during the 3rd class period from 10:30 AM 11:25 PM. Learning ISD uses these daily football practice periods as a physical education substitution for the physical education requirements as they relate to the high school graduation requirements. The varsity football class is made up of three 9th graders, five 10th graders, twenty 11th graders, and fifteen 12th graders. Mr. Sportz has two assistant coaches, Mr. Wilson (000-12-3456) and Mr. Spalding (000-23-4567) that help with the daily football practice class. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 9Columns 10 18Columns 19 27Columns 28 30Columns 31 38Columns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opulation Served CodeFillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0747E0170E1015E1055E1057C030C169C179Columns 53 - 54Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 - 76Columns 77 - 8001010030101100010050101100010200101100010150101100010000101100010000101100010000101100010000101100010000101100010000101100010000101100010000101100 Explanation of 090 Staff - Responsibilities Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 000012345, 000123456 and 000234567 indicate the STAFF-ID numbers for Mr. Sportz, Mr. Wilson and Mr. Spalding. CAMPUS-ID 256925999 indicates that Mr. Sportz has district-wide duties as the Learning ISD Athletic Director and 256925001 indicates the county district campus number for Jefferson High School. ROLE-ID 040 indicates that Mr. Sportz is the Athletic Director for Learning ISD and 087 indicates that Mr. Sportz, Mr. Wilson, and Mr. Spalding are teachers at Jefferson High. The Athletic Director role (non-classroom, non-instructional) does not allow reporting of NUMBER-STUDENTS-IN-CLASS, CLASS-TYPE-CODE, CLASS-ID-NUMBER or MONTHLY-MINUTES. SERVICE-ID SS011000 indicates the service for the Athletic Director responsibilities. SERVICE-IDs PES00000, PES000001, PES000002, and PES000003 indicate the specific courses that the teachers are teaching. PES00000 - PE Substitution Athletics 1 PES00001 - PE Substitution Athletics 2 PES00002 - PE Substitution Athletics 3 PES00003 - PE Substitution Athletics 4 POPULATION-SERVED-CODE 01 indicates Regular Students are being served. NUMBER-STUDENTS-IN-CLASS 003, 005, 020, and 015 indicates that there are 3, 5, 20, and 15 students respectively in the Physical Education Equivalent classes. NUMBER-STUDENTS-IN-CLASS 000 is reported for the assistant coaches since Mr. Sportz is the teacher-of-record for the class. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. CLASS-TYPE 01 indicates that the type of setting for the instruction Mr. Sportz, Mr. Wilson, and Mr. Spalding are providing to these students is a regular class type. CLASS-ID-NUMBER 00000000FBT001 indicates the unique id for the class taught by Mr. Sportz, Mr. Wilson, and Mr. Spalding. The district reports the classes under the specific Physical Education Equivalent service id, and each class will have a unique CLASS-ID-NUMBER (i.e. 00000000FBT001, 00000000FBT002, 00000000FBT003 and 00000000FBT004). The three teachers records show the same CLASS-ID-NUMBERs but are only required to be unique for the campus, person and service. MONTHLY-MINUTES of 01100 minutes indicates that for the last 4 weeks of October, ending with the PEIMS fall snapshot date, Mr. Sportz, Mr. Wilson, and Mr. Spalding provide 1100 minutes of instruction. (55 minutes x 5 days in the week x 4 weeks) = 1100 minutes Student Data The Student Data provides information about the student. A student is a person who has been enrolled in a school district or charter school. This data reports the students basic information, enrollment, leaver, programs, attendance, course history, discipline, and assessments. 100 STUDENT DATA - IDENTIFICATION Input Record Type CodeDistrict IDStudent IDFirst NameMiddle NameLast NameGeneration CodeCrisis CodeADA Eligi-bility CodeHome-less Status CodeUnaccompanied Youth Status CodeE0755E0212E0001E0703E0704E0705E0706E1054E0787E1082E1084C042C012C178C059C189C192Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 75Columns 76-77Column 78Column 79Column 80100100 Description The 100 Student Identification record indicates the basic student identification as well as other demographics such as homeless status and ADA Eligibility Code for students who are enrolled and receive instruction and/or services in an elementary, secondary, or post secondary educational program under the jurisdiction of an LEA. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 100 Student Identification records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". When available, the student's Social Security number should be used. If this number is not available, follow the instructions in Section 2 for the assignment of an alternate identification number. The district should request the student's SSN or assign a state-approved alternate identification number from the list of alternate ID number provided by the school district. Once a students identification (ID) number is assigned, it should be removed from the pool of unassigned alternate ID numbers. Do not reassign an alternate ID number once it has been assigned to a student. Every effort should be made to obtain the students SSN. For previously enrolled students with no record of an SSN, the school district should request the students SSN at the beginning of each school year. When the student transfers to another school district or returns to the same school district, the school district must use the student ID number already assigned to the student. If the student fails to provide records from the prior school district that indicate the students ID number, the receiving school district should request the ID number and a copy of the students prior school records from the sending school district through the Texas Records Exchange (TREx). An LEA that is unable to locate a student ID number for a student that was previously enrolled in a Texas public school, should contact TEA at (512) 463-9229 to request a student ID number search. All student demographics changes including Student ID must be managed through the TSDS Unique ID Application. Migrant three-year and four-year olds who do not have a Social Security number should still be reported through PEIMS using a state-assigned alternate ID number. Children should never be omitted from PEIMS merely because they do not have a Social Security number. FIRST-NAME (E0703) identifies a person's legal first name. Do not use an initial for FIRST-NAME, unless an initial is the legal first name. Do not use periods. Do not use any punctuation other than a hyphen or a single apostrophe. MIDDLE-NAME (E0704) identifies a person's legal middle name. This field may be blank for staff and students. For staff and students, enter the middle name as shown on the identification documentation. If the staff person or the student has no middle name, the field must be left blank. Do not use any other text such as NONE, NA, NMI, etc for the middle name if the staff person or the student has no middle name. Do not use periods or any other punctuation other than a hyphen or a single apostrophe. (implemented by edits 04049 and 10015) LAST-NAME (E0705) identifies a person's legal last name. Do not use periods. Do not use any punctuation other than a hyphen or a single apostrophe. (implemented by edits 04049 and 10015) GENERATION-CODE (E0706) identifies the generation suffix, if any, which the person attaches to his name. GENERATION-CODE may be blank and must be blank if the student does not have a generation suffix on their name based upon the identification documentation. CRISIS-CODE (E1054) indicates a state health or weather related event that impacts a group of students, and may require additional funding, educational, or social services. The event may or may not cause the student to leave the district or campus of residence. A crisis event is designated by the Commissioner of Education. The CRISIS-CODE is used to report those situations recognized by TEA as a health or weather related event that impacts students ability to attend school in the district where they reside. This data is reported based on code table C178. The code table will be populated as events occur that will require state reporting. If the commissioner of education declares a crisis, then this data must be reported for the affected students based on the guidance from TEA. Otherwise, if a student is not affected by a declared crisis, then this field may be left blank and TEA will convert this blank field to a value of 00. This data may be used for determining special funding and/or accountability measures. ADA-ELIGIBILITY-CODE (E0787) indicates the eligibility status of the student as reflected in the attendance accounting records of the district. The ADA-ELIGIBILITY-CODE identifies the level of membership and Average Daily Attendance eligibility for a particular student. Additional requirements and rules concerning this code are available in Section 3 of the Student Attendance Accounting Handbook For submission 1 and students enrolled on the PEIMS fall snapshot date, the ADA-ELIGIBILITY-CODE must match the ADA-ELIGIBILITY-CODE on a 110 Student Enrollment record. The ADA-ELIGIBILITY-CODE must be blank in Submission 3 and Submission 4. (implemented by edit 10024) HOMELESS-STATUS-CODE (E1082) As defined by NCLB, Title X, Part C, Section 725(2), the term homeless children and youths means individuals who lack a fixed, regular, and adequate nighttime residence [within the meaning of section 103(a)(1)]; and includes: children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement; children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings [within the meaning of section 103(a)(2)(C)]; The four categories are: Shelters, Doubled-Up, Unsheltered, and Motels/Hotels. Shelters: Supervised publicly or privately operated facilities designed to provide temporary living accommodations. Included are emergency shelters, family shelters, domestic violence shelters, youth shelters, transitional housing programs, and temporary placements while awaiting foster care. The shelters category for homeless students does not include residential treatment facilities, Title I Neglected or Delinquent facilities, or TYC facilities. Doubled-Up: Sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (e.g., living with another family). This classification requires a case-by-case determination. Unsheltered: A nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. It includes such places as cars, parks, campgrounds (if living there because they lack an alternative accommodation), temporary trailers (if living there because they lack an alternative accommodation), abandoned buildings, and substandard housing. Substandard housing may be determined by local building codes, community norms, and/or a case-by-case determination as to whether the accommodation is a fixed, regular, and adequate nighttime residence. Motels/Hotels: Students who stay at a motel or hotel are considered homeless if they reside there because they have lost their housing, lack an alternative accommodation, and do not have a fixed, regular, and adequate nighttime residence. children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless for the purpose of this subtitle because the children are living in circumstances described in clauses (i) through (iii). HOMELESS-STATUS-CODE is to be used by all districts for reporting whether or not a student is homeless and, if homeless, what their primary nighttime residence is at the time of identification. There are only four categories of primary nighttime residence, and if a student is homeless, their nighttime residence must be in one of these four categories. HOMELESS-STATUS-CODE is used to identify all the students that have experienced homelessness at some point during the school year. If a student is homeless, but later that school year enters into permanent housing, this status code should not be changed and should still indicate that the student had been homeless. For PEIMS reporting purposes, all students identified as homeless in the Fall Snapshot must also be coded as homeless in the summer collection. The homeless status of each student should be determined upon enrollment and at the start of each new school year. Additionally, every school district needs to have processes and procedures in place to help identify students who become homeless after enrollment or after the start of a new school year. The homeless status of each student must be determined each year. The McKinney-Vento Homeless Education Assistance Improvements Act (Title X, Part C of the No Child Left Behind Act) requires that all students that meet the statutory definition of homelessness be identified by the school district. The law requires that all students experiencing homelessness are able to enroll, attend, and succeed in school. The purpose of identifying students experiencing homelessness is to make sure that all are able to enroll, that they have access to services for which they are eligible, and to provide a count of the numbers of students that experience homelessness during a given school year. The McKinney-Vento Act requires that every school district designate a homeless liaison. Contact your local homeless liaison for questions about the statutory definition of homelessness in the McKinney-Vento Act, whether or not a student meets that definition, and what category of living situation is appropriate. Information can also be obtained from the Texas Homeless Education Office. To contact the Texas Homeless Education Office, call 1-800-446-3142.For access to the McKinney-Vento Act and other relevant laws and rules, as well as guidance and information about serving the needs of homeless students, visit the Texas Homeless Education Office Website at HYPERLINK "http://www.utdanacenter.org/theo"http://www.utdanacenter.org/theo. A database of district homeless liaisons can be accessed at HYPERLINK "http://www.utdanacenter.org/theo/index.php."http://www.utdanacenter.org/theo/index.php. One of the responsibilities assigned to homeless liaisons under the McKinney-Vento Act is the identification of students experiencing homelessness. Many districts use a residency questionnaire to help determine homeless status. A sample residency questionnaire is available on the Texas Homeless Education Office website. UNACCOMPANIED-YOUTH-STATUS-CODE (E1084) As defined by NCLB, Title X, Part C, Section 725(6), the term unaccompanied youth means a youth not in the physical custody of a parent or guardian. UNACCOMPANIED-YOUTH-STATUS-CODE is to be used by all districts to identify and report whether or not a homeless student is unaccompanied (not in the physical custody of a parent or legal guardian), and if unaccompanied, whether or not they received services under the McKinney-Vento program at any time during the school year. The services may be direct services as outlined in the McKinney-Vento Act in Section 723, or indirect services such as those provided by a staff member who position is funded with McKinney-Vento funds Any homeless student who is 1) under age 21 on September 1 of the applicable school year or if the student is less than 22 on September 1 of the applicable school year and is eligible for special education services, and 2) not in the physical custody of a parent or legal guardian, even if the student is living with a caregiver who is not the students parent or legal guardian. If a homeless student is unaccompanied, but later that school year becomes accompanied, this status code should not be changed and should still indicate that the student had been unaccompanied. For PEIMS reporting purposes, all students identified as unaccompanied in the Fall Snapshot must also be coded as unaccompanied in the summer collection. The unaccompanied status of each homeless student should be determined upon enrollment and at the start of each new school year. Additionally, every school district needs to have processes and procedures in place to help identify students who become unaccompanied after enrollment or after the start of a new school year. The unaccompanied status of each homeless student must be determined each year. If a homeless student is an unaccompanied youth, the district must indicate whether or not the student received direct services under the McKinney-Vento Homeless Education Program. This program is also known as the TEXSHEP program. Reporting Requirements For Submission 1, for every student reported with a100 Student - Identification record, there must be a matching 101 Student - Demographic record for that student. For Submission 3, for every student reported with a100 Student - Identification record, there must be a matching 400 and/or 500 Student - Flexible Attendance record for that student. The PEIMS fall snapshot date or the October snapshot date, is the last Friday in October. The school-start window extends from the first day of school through the last Friday in September. A 100 Student - Identification record must be reported for the following submissions: Submission 1 Children who on the PEIMS fall snapshot date who are: are served only by a public school; are served by both a public and a nonpublic school (including students served under an individualized services plan); are in a special education nonpublic day school; are in a special education residential placement, or; do not fit any of the above situations but were served in grades 7-12 in the school district at any time during the prior year and: do not enroll in the district within the school-start window; do not enroll in another Texas public school; do not receive a General Educational Development (GED) certificate within Texas by August 31st; and are not accounted for by other state reconciliation processes. Submission 3 If the student is in membership in the school district (service at least two hours per day) then report any student in the above submission 1 categories 1-4. Report any student who participated in the Electronic Course Program (eCP) Submission 4 If a student is served in the Extended School Year (ESY) services program and/or Bilingual/ESL Summer School then report any student in the above Submission 1 categories 1-4. Do not report a 100 Student - Identification record for the following (in Submission 1 or Submission 3): Adult Basic Education (ABE) students. Nonpublic school children living in the school district, but who are served totally by a nonpublic school except those who receive Special Education services from the school district. Home-school or Private school students except those who receive Special Education services from the school district. All PEIMS data for each student enrolled in the LEA, are to be reported by that LEA. However, if the LEA participates in an instructional shared services arrangement with another LEA(s), then there should be an interlocal agreement between the superintendents of the LEAs that governs which LEA will enroll and report the students receiving instruction in the instructional SSA. For Submission 1, because a student can only be enrolled in one LEA on the PEIMS fall snapshot date, only one LEA is to report a given student. For submission 3, because a student can attend multiple LEAs throughout the school year, each LEA must report a 100 Student - Identification record for each student who attended and was in membership. For Submission 4, because a student can attend multiple LEAs, each LEA must report a 100 Student - Identification record for each student that participated in an extended year program. Be aware that as a general rule, accountability follows enrollment. The LEA that reports the student will be subject to all state accountability implications for the student. TEC 25.0021 states that a Texas public school student must be identified by his or her legal surname. Legal name is obtained from the birth certificate. The name entered matches the birth certificate exactly as shown. Double last names on the birth certificate are recorded exactly as shown. Each name on the birth certificate appears in one of the PEIMS name fields. If the birth certificate name cannot be understood completely, the parent is asked to clarify. If the first or last name is not indicated on a student's birth certificate, then the parent(s) provides a first or last name to be used for PEIMS reporting purposes. The name chosen by the parent is used consistently while the child is enrolled in Texas public schools. If a student is also an employee of the district, then staff naming rules must apply. If a birth certificate is not obtainable, the name entered matches an alternate document. Acceptable alternate documents include: drivers license; passport; school identification card, record, or report card; military identification; hospital birth record; adoption record; church baptismal record; court-ordered legal name change documentation; or any other legal document that establishes identity. Special Reporting Requirements Children served by the Texas School for the Deaf (TSD), the Texas School for the Blind and Visually Impaired (TSBVI) and the Texas Youth Commission (TYC) are reported by these state operated programs while the child is in attendance in these programs. District and parental referrals to the TSD, district referrals to the TSBVI and youth adjudicated to the TYC will be reported by these respective institutions. Note: Students enrolled at TSD, TSBVI, and TYC are not eligible for average daily attendance funding and must be reported with an ADA-ELIGIBILITY-CODE of not in membership, or ineligible for ADA. Please note the following exception: LEAs that provide the educational component for certain TYC facilities, and therefore collect ADA on these youth, will report these students in place of TYC. Example Jane Lee Student is a full-day eligible student in Learning ISD (999-999). Jane was issued Alternate Identification number S00005678. Her identification information would be reported as follows. Input Record Type CodeDistrict IDStudent IDFirst NameMiddle NameLast NameGeneration CodeCrisis CodeADA Eligi-bility CodeHome-less Status CodeUnaccompanied Youth Status CodeE0755E0212E0001E0703E0704E0705E0706E1054E0787E1082E1084C042C012C178C059C189C192Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 75Columns 76-77Column 78Column 79Column 80100999999S00005678JANELEESTUDENT1 Explanation of 100 Student - Identification Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID for Learning ISD is 999999. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID for Jane Lee Student is S00005678. She has been assigned a state-approved alternate ID number since her parents did not choose to release her Social Security number to Learning ISD. symbol 110 \f "Wingdings" \s 8 \h FIRST-NAME is Jane. symbol 110 \f "Wingdings" \s 8 \h MIDDLE-NAME is Lee. A full MIDDLE-NAME is required, if available. symbol 110 \f "Wingdings" \s 8 \h LAST-NAME is Student. symbol 110 \f "Wingdings" \s 8 \h GENERATION-CODE is blank because there is no generation. symbol 110 \f "Wingdings" \s 8 \h CRISIS-CODE is blank because there is no reportable crisis. symbol 110 \f "Wingdings" \s 8 \h ADA-ELIGIBILITY-CODE 1 indicates that Jane is a full-day eligible student and generates 1.0 days of eligible attendance each day she is counted present. 101 STUDENT DATA -DEMOGRAPHIC Input Record Type CodeDistrict IDStudent IDSex CodeUnschooled Asylee/ Refugee CodeDate of BirthCareer and Technical Ed Ind CdCampus ID of ResidenceE0755E0212E0001E0004E1076E0006E0031E0903C042C013C183C142Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Columns 21 28Column 29Columns 30 - 38101101 Last Date of EnrollmentAmerican Indian-Alaska Native CodeAsian CodeBlack African American CodeNative Hawaiian Pacific Islander CodeWhite CodeDemographic Revision Confirmation CodeStudent Attribution CodeE1044E1059E1060E1061E1062E1063E0924E1000C088C088C088C088C088C088C161Columns 39 - 46Column 47Column 48Column 49Column 50Column 51Column 52Columns 53 - 54 As Of Status CodeGrade Level CodeMigrant Indicator CodeCampus ID of EnrollmentCampus ID of Account-abilityBilingual/ESL Summer School Indicator CodeHispanic Latino CodeEconomic Disadvantage CodeE1002E0017E0984E0782E1027E1028E1064E0785C163C050C088C088C088C054Column 55Columns 56 - 57Column 58Columns 59 - 67Columns 68 - 76Column 77Column 78Column 79 - 80Description The 101 Student - Demographic record represents the student demographics for which instruction and/or services are provided in a LEA. These data elements are used for a variety of purposes, including but not limited to, the accountability ratings system and the Academic Excellence Indicator System. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 101 Student Demographic records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". SEX-CODE (E0004) identifies the gender of the person. UNSCHOOLED-ASYLEE/REFUGEE-CODE (E1076) indicates whether a student's initial enrollment in a school in the United States in grades 7 through 12 was as an unschooled asylee or refugee per TEC Section 39.027(a-1). "Unschooled asylee or refugee" means a student who: initially enrolled in a school in the United States as: an asylee as defined by 45 Code of Federal Regulations, Section 400.41; or a refugee as defined by 8 United States Code Section 1101; has a visa issued by the United States Department of State with a Form I-94 Arrival/Departure record, or a successor document, issued by the United States Citizenship and Immigration Services that is stamped with "Asylee," "Refugee," or "Asylum"; and as a result of inadequate schooling outside of the United States, lacks the necessary foundation in the essential knowledge and skills of the curriculum prescribed under TEC Section 28.002, as determined by the language proficiency assessment committee established under TEC Section 29.063. The Student Assessment Divisions definition applies for purposes of the statewide assessment program. The PEIMS definition is used to identify exclusions in the calculation of dropout and completion rates. UNSCHOOLED ASYLEE/REFUGEE CODE is mandatory for students in grades 7-12 and is collected on the 101 Student - Demographic record in submissions 1 and 3. Asylee/refugee status for PEIMS applies only to students whose initial enrollment was in a school in the United States in grades 7 through 12 as an unschooled asylee or refugee. It does not apply to students whose initial enrollment in a school in the United States was in a grade lower than grade 7 as an unschooled asylee or refugee. Documentation substantiating the use of UNSCHOOLED ASYLEE/REFUGEE CODE 1 = REFUGEE includes the following: Form I-94 Arrival/Departure card stamped with one of the following: Refugee, Section 207 of the Immigration and Nationality Act (INA), RE-1, RE-2, RE-3, RE-4, or RE-5. Lawful permanent resident card (green card) stating: Refugee, Section 207 of the INA, RE-1, RE-2, RE-3, RE-4, or RE-5. Families needing written documentation that a student meets refugee status for PEIMS reporting purposes can contact the U.S. Office of Refugee Resettlement for assistance (HYPERLINK "http://www.acf.hhs.gov/programs/orr/"www.acf.hhs.gov/programs/orr/). Assistance is also available from the Office of Immigration and Refugee Affairs at the Texas Health and Human Services Commission (512) 206-5033. Documentation substantiating the use of UNSCHOOLED ASYLEE/REFUGEE CODE 2 = ASYLEE includes the following: Form I-94 Arrival/Departure card stamped with one of the following: Asylum status granted, Section 208 of the Immigration and Nationality Act (INA), AS-1, AS-2, or AS-3. Lawful permanent resident card (green card) stating: Asylum status granted, Section 208 of the Immigration and Nationality Act (INA), AS-1, AS-2, or AS-3. Order of an immigration judge granting asylum under Section 208 of the INA. Asylum approval letter from an Immigration and Naturalization Service (INS) asylum office: Letter indicates that the individual has been granted asylum pursuant to Section 208 of the INA. I-730 Approval letter: Written decision from the Board of Immigration Appeals. Only students who have been granted asylum qualify for UNSCHOOLED ASYLEE/REFUGEE CODE 2 = ASYLEE. This code cannot be used for a student whose Form I-94 Arrival/Departure card indicates asylum status pending. Asylum must have been granted to use this code. Families needing written documentation that a student meets asylee status can contact U.S. Citizenship and Immigration Services (www.uscis.gov/portal/site/uscis). Assistance is also available from the Office of Immigration and Refugee Affairs at the Texas Health and Human Services Commission (512) 206-5033. Documentation substantiating the coding of a student as an asylee or refugee must be obtained by the resubmission deadline for the relevant PEIMS submission (i.e., PEIMS submission 1 or PEIMS submission 3). DATE-OF-BIRTH (E0006) indicates the month, day, and year of the person's birth. CAREER-AND-TECHNICAL-ED-IND-CD (E0031) indicates whether the student is enrolled in a state-approved career and technical education course as an elective, as a participant in the district's career and technical coherent sequence of courses, or as a participant in the district's tech prep program. A CTE Tech-Prep program: combines at a minimum two years of secondary CTE with a minimum of two years of postsecondary education in a non-duplicative, sequential course of study; integrates academic, and career and technical instruction, and utilizes work-based learning where appropriate and available; provides technical preparation in a career field such as engineering technology, applied science, a mechanical/industrial/practical art or trade, agriculture, health occupations, business, or applied economics; builds student competence in mathematics, science, reading, writing, communications, economics, and technical skills through applied, contextual academics, and integrated instruction, in a coherent sequence of courses; leads to an associate or a baccalaureate degree, a two-year postsecondary certificate in a specific career field; and leads to placement in appropriate employment or to further education. Additional information regarding Career and Technical Education Tech Prep programs is located at HYPERLINK "http://www.techpreptexas.org"http://www.techpreptexas.org. For Submission 1, the CAREER-AND-TECHNICAL-ED-IND-CD is reported as a 1, 2, or 3 only for those students enrolled on the snapshot date (AS-OF-STATUS-CODEs B, D, or F). If a student was only enrolled during the School-Start Window (AS-OF-STATUS-CODE C) and was a participant in the Career and Technical Education program, then the students applicable CAREER-AND-TECHNICAL-ED-IND-CD must be 0. Also, if a student was enrolled in the prior year and not enrolled at all in the current year (AS-OF-STATUS-CODE A), then the CAREER-AND-TECHNICAL-ED-IND-CD must be 0. For Submission 3, the CAREER-AND-TECHNICAL-ED-IND-CD is reported based on the end of year status for the student. The students last CAREER-AND-TECHNICAL-ED-IND-CD would be reported for submission 3. For example, if the student was a CAREER-AND-TECHNICAL-ED-IND-CD of 1 in the fall but changed to a CAREER-AND-TECHNICAL-ED-IND-CD of 2 for the spring, then the CAREER-AND-TECHNICAL-ED-IND-CD would be reported as a 2 for Submission 3. Students, who are coded as CAREER-AND-TECHNICAL-ED-IND-CD 1, must have completed a CTE course during the course of the school year. Students who are reported with a CAREER-AND-TECHNICAL-ED-IND-CD of a 2 or 3, must have either been enrolled in a CTE course during the school year, or have already completed at least one CTE course which is part of their CTE coherent course sequence. See Special Reporting Instructions for more detailed information. CAMPUS-ID-OF-RESIDENCE (E0903) indicates the unique campus identification number corresponding to the campus attendance area in which the student currently resides. The first six characters of CAMPUS-ID-OF-RESIDENCE must not match DISTRICT-ID. CAMPUS-ID-OF-RESIDENCE must not be blank. This data element is reported only for those students who have been coded 01-03, 06-07, 13, 15, 17, 19, 21, or 23 for the STUDENT-ATTRIBUTION-CODE. This includes legally transferred students, Public Education Grant (PEG) students, students enrolled in open enrollment charter schools, students served in a Juvenile Justice Alternative Education Program (JJAEP), students who live outside the boundaries of the state of Texas, and students that do not regularly reside in the district but are court ordered to a Texas Juvenile Justice Commission (TJPC) facility, a Texas Youth Commission (TYC) facility, or a residential treatment center facility. The county-district-campus number of the campus in which the student resides is to be reported for each student who resides outside the district, regardless of where his or her parent or guardian resides. A student whose current address is outside the boundary of the state of Texas must be reported with a STUDENT-ATTRIBUTION-CODE of 07 and a CAMPUS-ID-OF-RESIDENCE of 255000000. A district receiving students from another district that does not offer all grade levels (for example, high school students from a district that only offers K-8) should show those students as transfer students, with their CAMPUS-ID-OF-RESIDENCE reflecting the last campus they attended at the previous district. In this case, transfers are performed de facto by the two districts' boards, and an Application for Transfer does not have to be completed or approved. All criteria for approving or disapproving transfers are set by the receiving district, unless a district's transfers in total would affect the ethnic makeup of either district by more than 1%, which would trigger the Federal Desegregation Court Order for Texas. Students who move from one campus to another (or from one attendance zone to another) within a district are not transfer students. LAST-DATE-OF-ENROLLMENT (E1044) indicates a student's final date of enrollment in a school year. LAST-DATE-OF-ENROLLMENT is mandatory for students in grades 7-12 and is collected only in submission 3. LAST-DATE-OF-ENROLLMENT is the student's final day of enrollment in the regular school year. If the student was enrolled in the district on the final day of the regular school year, the LAST-DATE-OF-ENROLLMENT is the final day of the school year. If the student was enrolled in the district at some time during the year, but not on the final day of the school year, the LAST-DATE-OF-ENROLLMENT is the last day the student was enrolled in the district. Each student has only one LAST-DATE-OF-ENROLLMENT regardless of the number of times he or she was enrolled during the school year. If a student was enrolled in the district, left, and then enrolled again, LAST-DATE-OF-ENROLLMENT is the students final date of enrollment. AMERICAN-INDIAN-ALASKA-NATIVE-CODE (E1059) indicates a person having origins in any of the original peoples of North and South America (including Central America). ASIAN-CODE (E1060) indicates 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. BLACK-AFRICAN-AMERICAN-CODE (E1061) indicates a person having origins in any of the black racial groups of Africa. NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE (E1062) indicates a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. WHITE-CODE (E1063) indicates a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. DEMOGRAPHIC-REVISION-CONFIRMATION-CODE (E0924) All student demographics must be updated through the TSDS Unique ID Application. Therefore, the DEMOGRAPHIC-REVISION-CONFIRMATION-CODE must be zero for Submission 3 and Submission 4 for 2012-2013. STUDENT-ATTRIBUTION-CODE (E1000) indicates whether the student: attends an open enrollment charter school; is served in a juvenile justice alternative education program (JJAEP); attends school in the district through a Public Education Grant (PEG); attends school by means of a transfer between school districts; attends school in the district, lives outside the boundaries of the state of Texas, and therefore is not an inter-district transfer; lives in Texas but outside district boundaries and is served in a juvenile pre-adjudication secure detention facility or a juvenile post-adjudication secure correctional facility; lives in Texas but outside district boundaries and is served in a residential treatment center; is served by the Texas School for the Deaf as a parent referral; or is a student with a disability enrolled by their parent(s) in a private school (including a home school) but who receives special education and/or related services from the public school district under an individualized services plan (ISP). All open-enrollment charter schools must report a STUDENT-ATTRIBUTION-CODE other than 00 for each student that is enrolled. This rule applies to each PEIMS submission that reports students. Open-enrollment charter schools may use any applicable STUDENT-ATTRIBUTION-CODE 01 24 depending on the individual enrollment circumstances of each student. STUDENT-ATTRIBUTION-CODE for school districts, excluding open-enrollment charter schools, may be any code 00 24 depending on the individual enrollment circumstances of each student. STUDENT-ATTRIBUTION-CODEs 13 24 are only to be reported by LEAs that serve students in Texas Juvenile Probation Commission facilities (county juvenile detention centers), Texas Juvenile Justice Department (Formerly Texas Youth Commission) schools, and Residential Treatment facilities. Summary of C161 STUDENT-ATTRIBUTION-CODEs 13-24. CodeFacilityCourt-ordered?Regularly assigned to district? *YesNoYesNo13TJPCXX14TJPCXX15TJPCXX16TJPCXX17TJJD (formerly TYC)XX18TJJD (formerly TYC)XX19TJJD (formerly TYC)XX20TJJD (formerly TYC)XX21Residential treatment facilityXX22Residential treatment facilityXX23Residential treatment facilityXX24Residential treatment facilityXX*Regularly assigned to district means that the student was a resident of the LEA immediately prior to being placed in one of these special facilities. AS-OF-STATUS-CODE (E1002) indicates the student's current status in the district on the Submission 1 and 3 as-of dates. AS-OF-STATUS-CODE is required in Submissions 1 and 3. For submission 4, the AS-OF-STATUS-CODE is Blank. AS-OF-STATUS-CODEs A through G are used in Submission 1 and only in Submission 1 and indicate student enrollment status within the school-start window and on the PEIMS fall as-of-date in the current year. AS-OF-STATUS-CODE X is used in both Submissions 1 and 3 for students in grades EE-06. AS-OF-STATUS-CODEs H and I are used in Submission 3 and only in Submission 3 and indicate student enrollment status in the district on the final day of the school year. Submission 1 AS-OF-STATUS-CODEs: For prior year grade EE-06 students, AS-OF-STATUS-CODE should be X, regardless of current year grade. For prior year grade 7-12 students, AS-OF-STATUS-CODE should be A through G. If a students grade level is 7-12, and: AS-OF-STATUS-CODE is A, D, or E , then a 203 Student - School Leaver record is required unless the student has been accounted for by state reconciliation processes; or AS-OF-STATUS-CODE is B, D, or F, then a 110 Student - Enrollment record is required; or AS-OF-STATUS-CODE is A, C, E, or G, then a 110 Student - Enrollment record is prohibited. Examples of submission 1 AS-OF-STATUS-CODE use: ExamplePrior year grade levelCurrent year grade levelAllowable AS-OF-STATUS-CODEs10506X20606X30607X40707A-G50708A-GFor grades 07-12, for Submission 3, AS-OF-STATUS-CODE indicates student enrollment status on the final day of the school year and only AS-OF-STATUS-CODEs H and I are used. Districts are required to report all students enrolled in the school-start window, regardless of enrollment status on the current year fall as-of date. That is, districts are required to report AS-OF-STATUS-CODE = 'C' students who were not prior year students. These are students who were enrolled in the school-start window and were not enrolled on the current year fall as-of date. AS-OF-STATUS-CODE MATRIX WITH CORRESPONDING EDITS AS-OF-STATUS-CODEPrior Year GradeRequired RecordsDisallowed RecordsEditsXEE-06100 101 11020310154. If GRADE-LEVEL-CODE is EE-06, then AS-OF-STATUS-CODE must be X. Note: Students who were in grades EE-6 in the prior year are also reported with AS-OF-STATUS-CODE X.A07-12 100 101 20311010145. If AS-OF-STATUS-CODE is A,C,E, or G, then there must not be a 110 Student - Enrollment record with a matching STUDENT-ID. 10194. If AS-OF-STATUS-CODE is A, then there must be a 203 Student - School Leaver record with a matching STUDENT-ID.E07-12100 101 203*11010145. If AS-OF-STATUS-CODE is A,C,E, or G, then there must not be a 110 Student - Enrollment record with a matching STUDENT-ID. 10146. If AS-OF-STATUS-CODE is D or E", then there must be a 203 Student - School Leaver record with a matching STUDENT-ID.B, F07-12100 101 110203 (unless LEAVER-REASON-CODE=01)10147. If AS-OF-STATUS-CODE is B, D, F or X, then there must be a 110 Student - Enrollment record with a matching STUDENT-ID. 10148. If AS-OF-STATUS-CODE is B or C, then there must not be a 203 Student - School Leaver record with a matching STUDENT-ID, unless LEAVER-REASON-CODE is 01.C, G07-12100 101110 20310145. If AS-OF-STATUS-CODE is "A", "C", "E" or "G", then there must not be a 110 Student - Enrollment record with a matching STUDENT-ID. 10150. If AS-OF-STATUS-CODE is "C" and a 203 Student - School Leaver record with a matching STUDENT-ID is present, then LEAVER-REASON-CODE must be "01".D07-12100 101 110 203* 10146. If AS-OF-STATUS-CODE is "D", or "E", then there must be a 203 Student - School Leaver record with a matching STUDENT-ID. 10147. If AS-OF-STATUS-CODE is "B", "D", "F", or "X", then there must be a 110 Student - Enrollment record with a matching STUDENT-ID.* If the student is a mover, GED recipient by August 31st, or accounted for by other state reconciliation processes, a 203 record is not required. The final day of the school year is determined by instructional track and local school calendar. A student may be absent on the last day, but have an AS-OF-STATUS-CODE of H. Any student with an AS-OF-STATUS-CODE of H in Submission 3 will have a 400 Student - Basic Attendance record in the 6th reporting period except when ADA-ELIGIBILITY-CODE is 0. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. Grade level of a school leaver refers to the last grade of enrollment. Students who complete a grade, but do not return to school within the school-start window the following year, will be reported with the grade level during the last year of enrollment. Grade level is reported on the 101 Student - Demographic record. MIGRANT-INDICATOR-CODE (E0984) indicates whether the student (ages 3-21) is, or the student's parent, spouse, or guardian is a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work: has moved from one school district to another; or resides in a school district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary residence to engage in a fishing activity. The student does not have to actually receive migrant-funded services in order to be coded as a participant in the program (code 1). The student simply has to be eligible under the federal legal definition of an eligible migrant child. The MIGRANT-INDICATOR-CODE identifies every migrant student enrolled in any LEA in any LEA in the state. A migrant student should be reported with MIGRANT-INDCATOR CODE of 1 whether the district receives migrant funds or not. Migrant students who have a MIGRANT-INDICATOR-CODE of 1 must have a current Certificate of Eligibility (COE) on file at the district or regional education service center completed and signed by an individual trained by the Texas Migrant Education Program (MEP). The district should ensure that all school-aged children coded on PEIMS and all children listed on the COE should match. Questions regarding eligibility, program qualification, etc. should be directed to the migrant funded staff at the regional education service center. Migrant students ages 3-21 who are enrolled in school in campus-based programs, but who have not yet received a high school diploma are coded 1. A migrant student ages three and four, who are enrolled in home-based early childhood programs, should be coded as enrolled, but not in membership. Note that migrant students ages 5-21 who are not enrolled in school (what the Migrant Education Program calls residency-only students) are not reported in PEIMS. CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. ORGANIZATION-CODE 699 is designated for summer school, and is never used in reporting student data. CAMPUS-ID-OF-ENROLLMENT is required and allowed only in Submission 1 for students with AS-OF-STATUS-CODEs of C, E, or G. CAMPUS-ID-OF-ACCOUNTABILITY (E1027) indicates the campus number to which a students attendance and/or leaver accountability data are attributed for campus accountability purposes. This field is used for students who were enrolled only at a DAEP and/or a JJAEP. CAMPUS-ID-OF-ACCOUNTABILITY cannot be a DAEP and/or a JJAEP. CAMPUS-ID-OF-ACCOUNTABILITY will be reported in Submissions 1 and 3. When reported in Submission 1, this field is used to determine assessment data attribution for campus accountability for a student enrolled at a DAEP or JJAEP campus on the fall snapshot. When reported in Submission 3, this field is used to determine attendance and/or leaver data attribution for campus accountability. Please note that any time a district is required to report a CAMPUS-ID-OF-ACCOUNTABILITY, it must be a campus within the reporting district. If a district allows a student from another district to enroll, the reporting district accepts the accountability responsibility for the student, and it cannot be attributed back to the students home district through the CAMPUS-ID-OF-ACCOUNTABILITY field. SUBMISSION 1 CAMPUS-ID-OF-ACCOUNTABILITY DETERMINATION (Applicable to Assessment Data ONLY) When a student is enrolled at a DAEP or JJAEP on the fall snapshot, CAMPUS-ID-OF-ACCOUNTABILITY reporting is required. If a student is enrolled on the fall snapshot at a campus that is not a DAEP or JJAEP, then no CAMPUS-ID-OF-ACCOUNTABILITY reporting is required. The following table shows how TEA performs accountability attribution for assessment data for a student enrolled at a DAEP or JJAEP campus on the fall snapshot. The Xs indicate enrollment at the campus. Fall Snapshot CAMPUS-OF-ENROLLMENT on the 110 Student - Enrollment recordCampus of accountabilityCampus of accountability determined by:Campus that is not a DAEP or JJAEPDAEPJJAEPXInstructional campuses other than DAEPs or JJAEPsenrollment*XE1027**XE1027*** CAMPUS-ID-OF-ACCOUNTABILITY must be blank. ** CAMPUS-ID-OF-ACCOUNTABILITY must not be blank. SUBMISSION 3 CAMPUS-ID-OF-ACCOUNTABILITY DETERMINATION (Applicable to Attendance and Leaver Data ONLY) CAMPUS-ID-OF-ACCOUNTABILITY is determined using attendance data. In most cases, the CAMPUS-ID-OF-ACCOUNTABILITY is assigned by determining the campus with the highest REPORTING-PERIOD-INDICATOR-CODE. In the case of a student with attendance at any campus that is not a DAEP or a JJAEP, no CAMPUS-ID-OF-ACCOUNTABILITY reporting is required. In the case of a student with attendance only at a DAEP and/or a JJAEP, a CAMPUS-ID-OF-ACCOUNTABILITY must be reported. The following table shows how TEA performs accountability attribution using student attendance data during a given school year and for leavers from the same school year, as reported in the fall, for students who attend only DAEP and/or JJAEP campuses. The Xs represent enrollment at these campuses. Campus that is not a DAEP or JJAEP DAEP campus JJAEP campusCampus of accountabilityCampus of accountability determined by:X Instructional campuses other than DAEPs or JJAEPs attendance*XXattendance*XXattendance*XXXattendance*XXE1027**XE1027**XE1027*** CAMPUS-ID-OF-ACCOUNTABILITY must be blank. ** CAMPUS-ID-OF-ACCOUNTABILITY must not be blank. BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE (E1028) indicates whether the student participated in the Bilingual/ESL Summer School program as described in TEC 29.060 and 19 TAC 89.1250. BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is reported in Submission 4 only. Districts will report Bilingual/ESL Summer School data in Submission 4 only if the district served students through the Bilingual/ESL Summer School Program in accordance with TEC 29.060 and 19 TAC 89.1250. To be eligible for enrollment in the Bilingual/ESL Summer Program, a student must be limited English proficient (LEP) and must be eligible for admission to kindergarten or first grade at the beginning of the next school year. LEP shall be determined by screening students using oral proficiency instruments approved by the Commissioner of Education. Every LEP student who is eligible for admission to kindergarten or first grade at the beginning of the next school year and who participates in the Bilingual/ESL Summer School Program for at least one day should have a BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE of "1". GRADE-LEVEL-CODE should indicate the student's grade level during the regular school year or the grade level in which the student would have been if the student did not attend school during the regular school year. TEA will determine the number of Bilingual/ESL Summer School Program teaching units by dividing the total number of students reported with BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODEs of "1" by 18 and rounding to the next highest whole number. A district's Bilingual/ESL Summer School Program allotment will be based on the number of teaching units. In order for a district to receive Bilingual/ESL Summer School Program funding, the district must report BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODEs of "1" on 101 Student - Demographic records for students who participate in the Bilingual/ESL Summer School Program. Districts should retain locally for audit purposes the starting and ending dates of the Bilingual/ESL Summer School Program. LEP students participating in the Bilingual/ESL Summer School Program may also participate in Extended School Year (ESY) Services if the students have been identified as being eligible for these services/programs. However, participation in the Bilingual/ESL Summer School Program is separate and apart from ESY and is not dependent upon participation in either program. HISPANIC-LATINO-CODE (E1064) indicates a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. ECONOMIC-DISADVANTAGE-CODE (E0785) indicates the student's economic disadvantage status. When reporting ECONOMIC-DISADVANTAGE-CODE, districts that are in the second or third year of operation under Provision 2 of the National School Lunch and Child Nutrition Program may use the student eligibility data from the base year for those students who are still in the district. Such districts must report any new students as either code 00 or code 99. Although districts must determine the economic status of each student, this cannot be accomplished through the former school lunch eligibility process. However, districts can ask for economic status information as a part of the enrollment process. For Submission 1, ECONOMIC-DISADVANTAGE-CODE is reported based on a students status as follows: AS-OF-STATUS-CODEs B, D, and F report students status as of the October snapshot date; AS-OF-STATUS-CODEs C, E, and G report students last status in the current year; AS-OF-STATUS-CODE A report students last status from the prior year For Submission 3, ECONOMIC-DISADVANTAGE-CODE is reported based on a students last status. For Submission 4, ECONOMIC-DISADVANTAGE-CODE is not reported. Reporting Requirements Districts must take appropriate measures to ensure that prior year students who are "no shows" in the current year are not "rolled over" in the student system and reported as enrolled students in the district's PEIMS Submission 1. If this happens, these students may be on the district's underreported student listing the next year. If a student was in grade 7-12 during the prior year, does not enroll in the district within the school-start window, does not enroll in another Texas public school, does not receive a General Educational Development (GED) in Texas by August 31st, and is not accounted for by other state reconciliation processes, then a 203 Student - School Leaver record is reported. The school-start window extends from the first day of school through the last Friday in September. A 100, 101, and 110 Student - Enrollment records are required for every student (grades EE-12) who on the fall as-of-date was served by the district. The fall as-of date is the "October snapshot" date, usually the PEIMS fall snapshot date. (Other records are required if the student participates in special education or career and technical education). A 100 and a 101 Student - Demographic record are required for every student who was served in grades 7-12 in the district during the prior school year and who does not enroll in the district within the school-start window, is not enrolled in another Texas public school, does not receive a General Educational Development (GED) certificate within Texas by August 31st, and is not accounted for by other state reconciliation processes. Do not submit a 100 and 101 Student - Demographic record for those students who were served in grades EE-6 during the prior school year, but who were not enrolled on the PEIMS fall as-of-date during the current school year. Additional records are required or disallowed depending on the students GRADE-LEVEL-CODE and AS-OF-STATUS-CODE. If the grade level on the 101 Student - Demographic record is EE-6, then the only other records possible for Submission 1 are the 105, 110, 163, 169, and 170 Student - Career and Technical Course records. Student ethnicity and race must be reported using the federal standard required for reporting to the United States Department of Education (USDE). School districts are to report the results of the following two-part question for each student enrolled in the district. (See Appendix F of the PEIMS Data Standards for additional information. In Appendix F is a standardized form that is to be used by all Texas public schools to collect this information.) Ethnicity and Race Reporting (Both questions must be answered) 1: Ethnicity: Is the person Hispanic/Latino? Choose only one. a. Hispanic/Latino - a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. b. Not Hispanic/Latino 2: What is the students race? Choose one or more. a. American Indian or Alaska Native - a person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment. b. 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. c. Black or African American - a person having origins in any of the black racial groups of Africa. d. Native Hawaiian/Other Pacific Islander - a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. e. White - a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. There must be a 203 Student - School Leaver record with a matching STUDENT-ID if AS-OF-STATUS-CODE is D, or E. There must be a 110 Student - Enrollment record with a matching STUDENT-ID if AS-OF-STATUS-CODE is B, D, F, or X. For any 101 Student - Demographic record reported, there must be at least one 400 or one 500 Student - Flexible Attendance record reported with a matching STUDENT-ID and GRADE-LEVEL-CODE. Special Reporting Requirements The 101 Student Demographic record must be reported for students enrolled at Texas School for the Deaf, Texas School for the Blind and Visually Impaired, and Texas Juvenile Justice Department (formerly Texas Youth Commission).  EMBED Visio.Drawing.11   EMBED Visio.Drawing.11  Example #1 Jane Student (S00005678) is a female student born on March 2, 1992. Jane is in the 11th grade and her parents are migrant workers. Jane has been enrolled in Charter ISD (999-999) since the first day of the school year and is enrolled at Campus 001. Jane is participating in the Career and Technical Education program as a tech prep student. Janes parents answered the ethnicity and race questions in the following way. Ethnicity and Race Reporting (Both questions must be answered)1. Ethnicity: Is the person Hispanic/Latino? Choose only one. ____a. Hispanic/Latino - a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. _X__b. Not Hispanic/Latino 2: Race: What is the persons race? Choose one or more regardless of ethnicity. ____a. American Indian or Alaska Native - a person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment. ____b. 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. ____c. Black or African American - a person having origins in any of the black racial groups of Africa. ____d. Native Hawaiian/Other Pacific Islander - a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. _X__e. White - a person having origins in any of the original peoples of Europe, the Middle East, or North Africa.  For the fall submission, the demographic information for Jane Student in Submission 1 would be reported as follows. Input Record Type CodeDistrict IDStudent IDSex CodeUnschooled Asylee/ Refugee CodeDate of BirthCareer and Technical Ed Ind CdCampus ID of ResidenceLast Date of EnrollmentE0755E0212E0001E0004E1076E0006E0031E0903E1044C042C013C183C142Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Columns 21 - 28Column 29Columns 30 - 38Columns 39 - 46101999999S00005678F0030219923 American Indian Alaska Native CodeAsian CodeBlack African American CodeNative Hawaiian Pacific Islander CodeWhite CodeDemographic Revision Confirmation CodeStudent Attribution CodeAs Of Status CodeGrade Level CodeE1059E1060E1061E1062E1063E0924E1000E1002E0017C088C088C088C088C088C088C161C163C050Column 47Column 48Column 49Column 50Column 51Column 52Columns 53 - 54Column 55Columns 56 - 5700001001B11 Migrant Indicator CodeCampus ID of EnrollmentCampus ID of Account-abilityBilingual/ESL Summer School Indicator CodeHispanic Latino CodeEconomic Disadvantage CodeE0984E0782E1027E1028E1064E0785C088C088C088C054Column 58Columns 59 - 67Columns 68 - 76Column 77Column 78Column 79 - 801999999001000 Explanation of 101 Student - Demographic Record Layout DISTRICT-ID 999999 indicates the county-district number for Charter ISD. STUDENT-ID S00005678 indicates that Jane has an Alternate Identification Number. SEX-CODE F indicates Jane is female. UNSCHOOLED-ASYLEE/REFUGEE-CODE 0 indicates that this code is not applicable because Janes initial enrollment in a school in the United States in grades 7-12 was not as an unschooled asylee or refugee. DATE-OF-BIRTH 03021992 indicates a birth date of March 2, 1992. CAREER-AND-TECHNICAL-ED-IND-CODE 3 indicates that Jane is a participant in the Career and Technical Education Tech Prep program CAMPUS-ID-OF-RESIDENCE is blank because Jane does not fit any of the special situations (JJAEP, PEG, Charter School, transfer student, lives outside the boundaries of the state of Texas, lives outside the district boundaries and is being served in a pre- or post-adjudication secure detention/correctional facility, or lives outside the district boundaries and is being served in a residential treatment facility). LAST-DATE-OF-ENROLLMENT is blank because this field is only reported for the summer submission. AMERICAN-INDIAN-ALASKA-NATIVE-CODE 0 indicates that Jane did not report being of the American Indian/Alaska Native race on the enrollment forms. ASIAN-CODE 0 indicates that Jane did not report being of the Asian race on the enrollment forms.0.0. American race on the enrollment forms. NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE 0 indicates that Jane did not report being of the Native Hawaiian Other Pacific Islander race on the enrollment forms. WHITE-CODE 1 indicates that Jane reported being of the White race on the enrollment forms. DEMOGRAPHIC-REVISION-CONFIRMATION-CODE is all student demographics must be updated through the TSDS Unique ID Application. Therefore, the DEMOGRAPHIC-REVISION-CONFIRMATION-CODE must be zero for Submission 3 and Submission 4 for 2012-2013. STUDENT-ATTRIBUTION-CODE is 01 because Jane since she attends a Charter School. AS-OF-STATUS-CODE B indicates that Jane was enrolled during the school-start window and on the fall as-of date. GRADE-LEVEL-CODE 11 indicates that Jane is in the eleventh grade. MIGRANT-INDICATOR-CODE 1 indicates that Jane is eligible under the federal legal definition of an eligible migrant child to receive migrant-funded services. CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Jane is enrolled on Campus 001. CAMPUS-ID-OF-ACCOUNTABILITY is blank because Jane is not enrolled at a DAEP or JJAEP campus on the fall snapshot. BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is blank because this is Submission 1. HISPANIC-LATINO-CODE 0 indicates that Jane did not report being Hispanic/Latino ethnicity on the enrollment forms. ECONOMIC-DISADVANTAGE-CODE 01 indicates Jane is eligible for free meals under the National School Lunch and Child Nutrition Program. Example #2 Jim Student (S00005679) is a male student born on April 2, 1992. Jim is in the 11th grade and is enrolled at Learning ISD (999-9999). Jim is eligible for free meals under the National School Lunch and Child Nutrition Programs. Please see below that Jims parents answered the ethnicity question but did not answer the race question. Ethnicity and Race Reporting (Both questions must be answered)1. Ethnicity: Is the person Hispanic/Latino? Choose only one. _ X a. Hispanic/Latino - a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. _ __b. Not Hispanic/Latino 2: Race: What is the persons race? Choose one or more regardless of ethnicity. ____a. American Indian or Alaska Native - a person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment. ____b. 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. ____c. Black or African American - a person having origins in any of the black racial groups of Africa. ____d. Native Hawaiian/Other Pacific Islander - a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. ____e. White - a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. For the fall submission, the demographic information for Jim Student in Submission 1 would be reported as follows. Input Record Type CodeDistrict IDStudent IDSex CodeUnschooled Asylee/ Refugee CodeDate of BirthCareer and Technical Ed Ind CdCampus ID of ResidenceLast Date of EnrollmentE0755E0212E0001E0004E1076E0006E0031E0903E1044C042C013C183C142Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Columns 21 - 28Column 29Columns 30 - 38Columns 39 - 46101999999S00005679M0040219920 American Indian Alaska Native CodeAsian CodeBlack African American CodeNative Hawaiian Pacific Islander CodeWhite CodeDemographic Revision Confirmation CodeStudent Attribution CodeAs Of Status CodeGrade Level CodeE1059E1060E1061E1062E1063E0924E1000E1002E0017C088C088C088C088C088C088C161C163C050Column 47Column 48Column 49Column 50Column 51Column 52Columns 53 - 54Column 55Columns 56 - 5700001000B11 Migrant Indicator CodeCampus ID of EnrollmentCampus ID of Account-abilityBilingual/ESL Summer School Indicator CodeHispanic Latino CodeEconomic Disadvantage CodeE0984E0782E1027E1028E1064E0785C088C088C088C054Column 58Columns 59 - 67Columns 68 - 76Column 77Column 78Column 79 - 800999999001101 Explanation of 101 Student - Demographic Record Layout DISTRICT-ID 999999 indicates the county-district number for Learner ISD. STUDENT-ID S00005679 indicates that Jim has an Alternate Identification Number. SEX-CODE M indicates Jim is male. UNSCHOOLED-ASYLEE/REFUGEE-CODE 0 indicates that this code is not applicable because Jims initial enrollment in a school in the United States in grades 7-12 was not as an unschooled asylee or refugee. DATE-OF-BIRTH 04021992 indicates a birth date of April 2, 1992. CAREER-AND-TECHNICAL-ED-IND-CODE 0 indicates that Jim is not a participant in the Career and Technical Education program. CAMPUS-ID-OF-RESIDENCE is blank because Jim does not fit any of the special situations (JJAEP, PEG, Charter School, transfer student, lives outside the boundaries of the state of Texas, lives outside the district boundaries and is being served in a pre- or post-adjudication secure detention/correctional facility, or lives outside the district boundaries and is being served in a residential treatment facility). LAST-DATE-OF-ENROLLMENT is blank because this field is only reported for the summer submission. AMERICAN-INDIAN-ALASKA-NATIVE-CODE 0 indicates that Jim did not report being of the American Indian/Alaska Native race on the enrollment forms. ASIAN-CODE 0 indicates that Jim did not report being of the Asian race on the enrollment forms.0.0. American race on the enrollment forms. NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE 0 indicates that Jim did not report being of the Native Hawaiian Other Pacific Islander race on the enrollment forms. WHITE-CODE 1 indicates that through local observer identification Jim was determined to be white. DEMOGRAPHIC-REVISION-CONFIRMATION-CODE is 0 because all student demographics must be updated through the TSDS Unique ID Application. Therefore, the DEMOGRAPHIC-REVISION-CONFIRMATION-CODE must be zero for Submission 3 and Submission 4 for 2012-2013. STUDENT-ATTRIBUTION-CODE is 00 because Jim does not fit any of the special student attribution criteria. AS-OF-STATUS-CODE B indicates that Jim was enrolled during the school-start window and on the fall as-of date. GRADE-LEVEL-CODE 11 indicates that Jim is in the eleventh grade. MIGRANT-INDICATOR-CODE 0 indicates that Jim is not a migrant student. CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Jim is enrolled on Campus 001. CAMPUS-ID-OF-ACCOUNTABILITY is blank because Jim is not enrolled at a DAEP or JJAEP campus on the fall snapshot. BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is blank because this is Submission 1. HISPANIC-LATINO-CODE 1 indicates that Jim was reported being Hispanic/Latino ethnicity on the enrollment forms. ECONOMIC-DISADVANTAGE-CODE 01 indicates Jims last status for the school year was eligible for free meals under the National School Lunch and Child Nutrition Program. Example #3 Jake Learner (000774567) is a 5th grade male student born on March 2, 2000. Jake lives in Hobbs, New Mexico, but attends Learning ISD (999-999) under a local transfer because his father is employed by Learning ISD. Jake was enrolled from the first day through the last day of the school year, May 31, 2009. Jakes parents changed his ethnicity and race reporting this year in the following way. Ethnicity and Race Reporting (Both questions must be answered)1. Ethnicity: Is the person Hispanic/Latino? Choose only one. _ __a. Hispanic/Latino - a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. _X b. Not Hispanic/Latino 2: Race: What is the persons race? Choose one or more regardless of ethnicity. _X a. American Indian or Alaska Native - a person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment. __X_b. 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. __X_c. Black or African American - a person having origins in any of the black racial groups of Africa. ____d. Native Hawaiian/Other Pacific Islander - a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. ____e. White - a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. For the summer submission, Jakes demographic information would be reported as follows. Input Record Type CodeDistrict IDStudent IDSex CodeUnschooled Asylee/ Refugee CodeDate of BirthCareer and Technical Ed Ind CdCampus ID of ResidenceLast Date of EnrollmentE0755E0212E0001E0004E1076E0006E0031E0903E1044C042C013C183C142Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Columns 21 - 28Column 29Columns 30 - 38Columns 39 - 46101999999000774567M003022000025500000005312009101 American Indian-Alaska Native CodeAsian CodeBlack African American CodeNative Hawaiian Pacific Islander CodeWhite CodeDemographic Revision Confirmation CodeStudent Attribution CodeAs Of Status CodeGrade Level CodeE1059E1060E1061E1062E1063E0924E1000E1002E0017C088C088C088C088C088C088C161C163C050Column 47Column 48Column 49Column 50Column 51Column 52Columns 53 - 54Column 55Columns 56 - 5711100107B09 Migrant Indicator CodeCampus ID of EnrollmentCampus ID of Account-abilityBilingual/ESL Summer School Indicator CodeHispanic Latino CodeEconomic Disadvantage CodeE0984E0782E1027E1028E1064E0785C088C088C088C054Column 58Columns 59 - 67Columns 68 - 76Column 77Column 78Column 79 - 800999999001101 Explanation of 101 Student - Demographic Record Layout DISTRICT-ID 999999 indicates the county-district number for Learning ISD. STUDENT-ID 000774567 indicates Jakes SSN. SEX-CODE M indicates Jake is male. UNSCHOOLED-ASYLEE/REFUGEE-CODE 0 indicates that this code is not applicable because Jakes initial enrollment in a school in the United States in grades 7-12 was not as an unschooled asylee or refugee. DATE-OF-BIRTH 03022000 indicates a birth date of March 2, 2000. CAREER-AND-TECHNICAL-ED-IND-CODE 0 indicates that Jake is not a participant in the Career and Technical Education program. CAMPUS-ID-OF-RESIDENCE is 255000000 because Jake lives outside the boundaries of the state of Texas. LAST-DATE-OF-ENROLLMENT 05312009 indicates that Jakes last date of enrollment was May 31, 2009. AMERICAN-INDIAN-ALASKA-NATIVE-CODE 1 indicates that Jake reported being of the American Indian/Alaska Native race on the enrollment forms. ASIAN-CODE 1 indicates that Jake is being reported of the Asian race on the enrollment forms. BLACK-AFRICAN-AMERICAN-CODE 1 indicates that Jake is being reported of the Black/African American race on the enrollment forms. NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE 0 indicates that Jake did not report being of the Native Hawaiian Other Pacific Islander race on the enrollment forms. WHITE-CODE 0 indicates that Jake did not report being of the White race on the enrollment forms. DEMOGRAPHIC-REVISION-CONFIRMATION-CODE is 0 because all student demographics must be updated through the TSDS Unique ID Application. Therefore, the DEMOGRAPHIC-REVISION-CONFIRMATION-CODE must be zero for Submission 3 and Submission 4 for 2012-2013. STUDENT-ATTRIBUTION-CODE is 07 because Jake resides outside of Texas. AS-OF-STATUS-CODE B indicates that Jake was enrolled during the school-start window and on the fall as-of-date. GRADE-LEVEL-CODE 09 indicates that Jake is in the ninth grade. MIGRANT-INDICATOR-CODE 0 indicates that Jake is not a migrant student. CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Jake is enrolled on Campus 001. CAMPUS-ID-OF-ACCOUNTABILITY is blank because Jake is not enrolled at a DAEP or JJAEP campus on the fall snapshot. BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is blank because this program does not apply. HISPANIC-LATINO-CODE 1 indicates that Jake reported being of Hispanic or Latino ethnicity on the enrollment forms. ECONOMIC-DISADVANTAGE-CODE 0 indicates Jakes is ineligible for free meals under the National School Lunch and Child Nutrition Program. Example #4 Jill Student (001239876) is enrolled in Learning ISD (999-999) with a date of birth of August 3, 2007. Jill is a kindergarten student with Limited English Profiency (LEP). She is eligible to attend first grade at the beginning of next year. Jills parents completed the Free and Reduced-Priced Lunch Application. The district determined that Jill qualified for Reduced-price Meals under the National School Lunch and Child Nutrition. Jills parents have answered the ethnicity and race questions in the following way. Jills information would be reported in the following way. Input Record Type CodeDistrict IDStudent IDSex CodeUnschooled Asylee/ Refugee CodeDate of BirthCareer and Technical Ed Ind CdCampus ID of ResidenceLast Date of Enroll-mentE0755E0212E0001E0004E1076E0006E0031E0903E1044C042C013C183C142Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Columns 21 - 28Column 29Columns 30 - 38Columns 39 - 46101999999001239876F0080320070 American Indian-Alaska Native CodeAsian CodeBlack African American CodeNative Hawaiian Pacific Islander CodeWhite CodeDemographic Revision Confirmation CodeStudent Attribution CodeAs Of Status CodeGrade Level CodeE1059E1060E1061E1062E1063E0924E1000E1002E0017C088C088C088C088C088C088C161C163C050Column 47Column 48Column 49Column 50Column 51Column 52Columns 53 - 54Column 55Columns 56 - 5710001BK Migrant Indicator CodeCampus ID of EnrollmentCampus ID of Account-abilityBilingual/ESL Summer School Indicator CodeHispanic Latino CodeEconomic Disadvantage CodeE0984E0782E1027E1028E1064E0785C088C088C088C054Column 58Columns 59 - 67Columns 68 - 76Column 77Column 78Column 79 - 800999999001102Explanation of 101 Student - Demographic Record Layout DISTRICT-ID 999999 indicates the county-district number for Learning ISD. STUDENT-ID 000774567 indicates Jills SSN. SEX-CODE F indicates Jill is female. UNSCHOOLED-ASYLEE/REFUGEE-CODE 0 indicates that this code is not applicable because Jill is enrolled in kindergarten and this code only applies to students whose initial enrollment in a school in the United States in grades 7-12 was as an unschooled asylee or refugee. DATE-OF-BIRTH 08032007 indicates a birth date of August 3, 2007. AMERICAN-INDIAN-ALASKA-NATIVE-CODE 1 indicates that Jill reported being of the American Indian/ Alaska Native race on the enrollment forms. ASIAN-CODE 0 indicates that Jill did not report being of the Asian race on the enrollment forms. BLACK-AFRICAN-AMERICAN-CODE 1 indicates that Jill reported being of the Black African American race on the enrollment forms. NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE 0 indicates that Jill did not report being of the Native Hawaiian Other Pacific Islander race on the enrollment forms. WHITE-CODE 1 indicates that Jill was reported being of the White race on the enrollment forms. HISPANIC-LATINO-CODE 1 indicates that Jill reported being of Hispanic or Latino ethnicity on the enrollment forms. ECONOMIC-DISADVANTAGE-CODE 01 indicates Jill has been determined to be economically disadvantaged and is eligible for Reduced-price meals under the National School Lunch and Child Nutrition Program. 102 STUDENT DATA TX-UNIQUE-STUDENT-ID Input Record Type CodeDistrict IDStudent ID TX Unique Student IDFillerE0755E0212E0001E1523C042Columns 1 - 3Columns 4 -9Columns 10 - 18Columns 19-28Columns 29 - 80 Description The 102 Student-Data - TX-Unique-Student-ID record collects the unique number assigned to a student by the ˿Ƶs TSDS Unique ID application. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 102 Student-Data - TX-Unique-Student-Id and the 101 Student Demographic records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". TX-UNIQUE-STUDENT-ID (E1523) identifies a unique number assigned to a student by the ˿Ƶ. The TX-UNIQUE-STUDENT-ID is issued to schools by the TSDS TX Unique ID Application. The TX-UNIQUE-STUDENT-ID cannot be generated by a Local Education Agency (LEA). Reporting Requirements The 102 Student-Data - TX-Unique-Student-Id record represents a unique number assigned to a student by the ˿Ƶ. This field is mandatory. Special Reporting Requirements None. Example Student Learner is an existing student at Learning ISD (999-999). Appropriate school staff would process Student Learner through the TSDS TX Unique ID Application process to obtain their TX-Unique-Student-ID and to add their demographics to the TSDS TX Unique Student ID Application. The 102 Student Data - TX-Unique-Student-ID for Student Learner would be reported as follows. Input Record Type CodeDistrict IDStudent ID TX Unique Student IDFillerE0755E0212E0001E1523C042Columns 1 - 3Columns 4 -9Columns 10 - 18Columns 19-28Columns 29 - 801029999990000000001212121212 Explanation of the 102 Student Data - TX-Unique-Student-ID INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 102 Student-Data - TX-Unique-Student-Id and the 101 Student Demographic records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". TX-UNIQUE-STUDENT-ID (E1523) identifies a unique number assigned to a student by the ˿Ƶ. 105 STUDENT DATA - STUDENT Input Record Type CodeDistrict IDStudent IDPrior IDEarly Reading Indicator CodeFillerE0755E0212E0001E0990E1522C042C195Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Columns 29 - 80105105 Description The 105 Student Data record indicates whether a student is eligible for accelerated reading instruction as a result of reading difficulties or having dyslexia as indicated by the administered reading instrument. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 105 Student records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0" - "8". PRIOR-ID (E0990) Prior-ID must be blank for Submission 3 and Submission 4 for 2012-2013. EARLY-READING-INDICATOR-CODE (E1522) indicates whether a student is eligible for accelerated reading instruction as a result of reading difficulties or having dyslexia as indicated by the administered reading instrument. The EARLY-READING-INDICATOR-CODEs 1, 2 and 3 only apply to students in grades KG, 01, and 02. Students enrolled in all other grade levels should be reported with a blank. For Submission 1: report eligibility status based on the Beginning of Year assessment results. For Submission 3: report eligibility status based on the latest assessment results available for the student. For Submission 4: The EARLY-READING-INDICATOR-CODE must be blank for all students. Reporting Requirements A 105 Student Data Record is submitted for each Kindergarten, First Grade, and Second Grade student to indicate their Early Reading Indicator status. Special Reporting Requirements The 105 Student Data record must be reported when applicable for students enrolled at Texas School for the Deaf, Texas School for the Blind and Visually Impaired, and Texas Juvenile Justice Department (formerly Texas Youth Commission). Example #1 Jake Learner, a 5th grade student, did not provide his district with a Social Security number during the Fall Submission, so he was reported in Fall Submission with an alternate student ID number from the state-approved list for his district. For Submission 3 of the current school year, Jake gave his SSN to his district. Input Record Type CodeDistrict IDStudent IDPrior IDEarly Reading Indicator CodeFillerE0755E0212E0001E0990E1522C042C195Columns 1 - 3Columns 4 9Columns 10 - 18Columns 19 27Column 28Columns 29 801059999990007745670Explanation of 105 Student - Id Number Change Record Layout DISTRICT-ID 999999 indicates the county district number for Learning ISD. STUDENT-ID 000774567 is Jakes new Social Security number. PRIOR-ID S99306443 is blank because all student demographics are managed through the TSDS Unique ID Application. EARLY-READING-INDICATOR-CODE is blank because Jake is not in Grades KG, 01, or 02. Note: All data that is illustrated in this example cannot be reported. Example #2 At Texas Elementary in Learning ISD, the following three students were enrolled. Susie (000112222) is in Grade KG, Bill (000223333) is in Grade 01, and Jack (000334444) is in Grade 02. Susie was tested for her early reading skills at the beginning of the year assessment and at the end of the year assessment. She was determined to be reading on grade level at the beginning of the year assessment and at the end of the year assessment. Bill was not tested since he enrolled late and left before the end of the year assessment. Jack was tested for his early reading skills at the beginning of the year assessment and at the end of the year assessment. Jack was determined to be reading below grade level at the beginning of the year assessment and at the end of the year assessment. The Early-Reading-Indicator-Code information for these students for the fall submission (Submission 1) would be reported as follows: Input Record Type CodeDistrict IDStudent IDPrior IDEarly Reading Indicator CodeFillerE0755E0212E0001E0990E1522C042C195Columns 1 - 3Columns 4 9Columns 10 - 18Columns 19 27Column 28Columns 29 80105999999000112222210599999900022333331059999990003344441Explanation of 105 Student - Id Number Change Record Layout DISTRICT-ID 999999 indicates the county district number for Learning ISD. STUDENT-ID 000112222 indicates Student ID for Susie. STUDENT-ID 000223333 indicates Student ID for Bill. STUDENT-ID 000334444 indicates Student ID for Jack. PRIOR-ID is blank for all three students. EARLY-READING-INDICATOR-CODE 2 indicates that Susie was not eligible for accelerated reading instruction. EARLY-READING-INDICATOR-CODE 3 indicates that Bill was not assessed. EARLY-READING-INDICATOR-CODE 1 indicates that Jack eligible for accelerated reading instruction. The EARLY-READING-INDICATOR-CODE information for these students for the summer submission (Submission 3) would be reported as follows: Input Record Type CodeDistrict IDStudent IDPrior IDEarly Reading Indicator CodeFillerE0755E0212E0001E0990E1522C042C195Columns 1 - 3Columns 4 9Columns 10 - 18Columns 19 27Column 28Columns 29 80105999999000112222210599999900022333331059999990003344441 Explanation of 105 Student - Id Number Change Record Layout DISTRICT-ID 999999 indicates the county district number for Learning ISD. STUDENT-ID 000112222 indicates Student ID for Susie. STUDENT-ID 000223333 indicates Student ID for Bill. STUDENT-ID 000334444 indicates Student ID for Jack. PRIOR-ID is blank for all three students. EARLY-READING-INDICATOR-CODE 2 indicates that Susie was not eligible for accelerated reading instruction. EARLY-READING-INDICATOR-CODE 3 indicates that Bill was not assessed. EARLY-READING-INDICATOR-CODE 1 indicates that Jack was eligible for accelerated reading instruction. 110 STUDENT DATA - ENROLLMENT Input Record Type CodeDistrict IDStudent IDCampus ID of Enroll-mentGrade Level CodePK Military Indicator CodeADA Eligi-bility CodeFillerBilin-gual Program Type CodeESL Program Type CodeE0755E0212E0001E0782E0017E1038E0787E1042E1043C042C050C088C059C175C176Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Column 30Column 31Columns 32 - 36Column 37Column 38110110 LEP Indicator CodeHome Lan-guage CodeParental Permis-sion CodePK Program Type CodeAt-Risk Indicator CodePK-Foster-Care-Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeE0790E0895E0896E1078E0919E1041E0894E0794E1079E1080C061C092C093C185C088C088C122C088C186C186Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Column 49Column 50 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Columns 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 80 Description The 110 Student - Enrollment record represents the LEA student enrollment and specific other data as of the PEIMS fall snapshot date. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 110 Student enrollment records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be used. If this number is not available, follow the instructions in Section 2 for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". (Implemented by edits 10001 and 10504) CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. 699 is designated for summer school, and is never used in reporting student data. The CAMPUS-ID-OF-ENROLLMENT must be a valid number registered with Texas Education Directory (askTED). Each student in a LEA is considered to be enrolled on only one campus at a time, although services may be received on numerous campuses. If a district's enrollment procedures allow for enrollment in more than one campus, report the campus in which the child receives the majority of his instruction. The LEA should choose a campus that serves the student's regular grade level. For those children who are not in membership, such as some children served through the Early Childhood Intervention program, CAMPUS-ID-OF-ENROLLMENT may be left blank. However, if CAMPUS-ID-OF-ENROLLMENT is left blank, then the GRADE-LEVEL-CODE for the student must be EE. All other GRADE-LEVEL-CODEs, PK 12, must be reported with a valid CAMPUS-ID-OF-ENROLLMENT. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. GRADE-LEVEL-CODE corresponds to the grade assigned in the student information system (SIS). Students who have graduated, but returned to school, are enrolled as grade 12. For additional guidance in determining GRADE-LEVEL-CODE for students that do not otherwise qualify for Kindergarten or above, please see the Student Attendance Accounting Handbook. The Early Education (EE) grade level includes Early Childhood Intervention (ECI), Preschool Program for Children with Disabilities, Head Start, and other programs for students not actually placed in a state-approved grade level (PK-12). Migrant three-and-four-year-olds served in a home-based early childhood program funded wholly or in part by Title I, Part C (Migrant) funds (e.g., the Building Bridges Program) should also be coded EE. PK-MILITARY-INDICATOR-CODE (E1038) indicates whether the student is the child of an active duty member of the armed forces of the United States, including the state military forces or a reserved component of the armed forces, who is ordered to active duty by proper authority. The member of the armed forces is a parent or official guardian of the child. The term member of the armed forces includes: active duty uniformed members of the Army, Navy, Marine Corps, Air Force, or Coast Guard assigned to duty stations in Texas; active duty uniformed members of the Army, Navy, Marine Corps, Air Force, or Coast Guard who are Texans and have eligible children residing in Texas; activated/mobilized uniformed members of the Texas National Guard (Army or Air Guard), or activated/mobilized members of the Reserve components of the Army, Navy, Marine Corps, Air Force, or Coast Guard who are Texas residents regardless of the location of the reserve unit; and uniformed service members who are Missing in Action (MIA). Also eligible is a child of a member of the armed forces of the United States, including the state military forces or a reserved component of the armed forces, which was injured or killed while serving on active duty. For additional guidance in reporting PK-MILITARY-INDICATOR-CODE, please refer to the Student Attendance Accounting Handbook. ADA-ELIGIBILITY-CODE (E0787) indicates the eligibility status of the student as reflected in the student information system (SIS) of the LEA. The ADA-ELIGIBILITY-CODE identifies the level of membership and Average Daily Attendance eligibility for a particular student. Additional requirements and rules concerning this code are available in Section 3 of the Student Attendance Accounting Handbook. For submission 1 and students enrolled on the PEIMS fall snapshot date, the ADA-ELIGIBILITY-CODE must match the ADA-ELIGIBILITY-CODE on a 100 Student Identification record. The ADA-ELIGIBILITY-CODE must be blank in Submission 3 and Submission 4. (implemented by edit 10024) Students with disabilities enrolled by their parents in private schools (including a home school) who are receiving special education and/or related services from a public school should be coded 0 for ADA-ELIGIBILITY-CODE. Any student not in membership in any district, but receiving services, should be coded 0 for ADA-ELIGIBILITY-CODE. BILINGUAL-PROGRAM-TYPE-CODE (E1042) indicates whether the student is participating in a state-approved bilingual education program which is a full-time program of dual-language instruction through the TEKS in the content areas (mathematics, science, health and social studies) in the primary language of limited English proficient (LEP) students and also for carefully structured and sequenced mastery of English cognitive academic language development. (See 19 TAC 89.1210(b).) ESL-PROGRAM-TYPE-CODE (E1043) indicates whether the student is participating in a state-approved English as a Second Language (ESL) program. An ESL program in grades PK 8 is a program of intensive instruction in English from teachers either certified or endorsed in ESL who use second language acquisition information to teach LEP students the ESL TEKS. An ESL program in grades 9 12 is a program of intensive instruction in English from teachers trained in recognizing and dealing with language differences. [See 19 TAC 89.1210(f).] LEP-INDICATOR-CODE (E0790) indicates whether the student has been identified as limited English proficient by the Language Proficiency Assessment Committee (LPAC), or English proficient (19 TAC 89.1220), according to criteria established in 19 TAC 89.1225. For submission 1, the LEP-INDICATOR-CODE must reflect the students LEP status as of the PEIMS fall snapshot date. LEP-INDICATOR-CODE of 1 indicates that the student was identified as LEP. Monitored 1 (LEP Code F) or Monitored 2 (LEP Code S) status is reported for those students who have recently been exited from the bilingual/ESL programs and are determined to no longer be Limited English Proficient (LEP). This information is reported for the first two school years on all students who have exited LEP status. Exit criteria is applicable to LEP students who are identified and are served in either a required Bilingual or a required ESL program or are being served in a regular classroom due to a LEP (Parental) Denial The following exit criteria must be met in order to change an identified LEP student to a non-LEP status. TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English; satisfactory performance on the reading assessment instrument under the Texas Education Code, 39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and TEA-approved criterion-referenced written tests when available, other TEA approved tests when criterion referenced written test is not available, and the results of a subjective teacher evaluation. HOME-LANGUAGE-CODE (E0895) indicates the language spoken in the student's home, as determined by the student's home language survey. (See 19 TAC 89.1215.) The Home Language Survey from which the Home Language Code is derived consists of two questions: (1) "What language is spoken in your home most of the time?" (2) "What language does your child speak most of the time?" The HOME-LANGUAGE-CODE is mandatory for all students, regardless of whether they have been determined to be LEP. If a language other than English is spoken in the students home most of the time, based on the Home Language Survey, then that language should be indicated by the HOME-LANGUAGE-CODE. PARENTAL-PERMISSION-CODE (E0896) indicates whether the student's parent or legal guardian has approved placement of the student in the required bilingual or English as a Second Language (ESL) program. (See 19 TAC 89.1240.) PK-PROGRAM-TYPE-CODE (E1078) indicates the length of the Pre-kindergarten instructional day for a particular Pre-kindergarten student. The PK-PROGRAM-TYPE-CODE captures the level of participation for a student in the PK program; half-day or full-day. The PK-PROGRAM-TYPE-CODE is a mandatory field for all PK students. Reference the Chart for Determining PK Funding Source below for additional information related to this data element. AT-RISK-INDICATOR-CODE (E0919) indicates whether a student is currently identified as at-risk of dropping out of school using state-defined criteria only (TEC 29.081, Compensatory and Accelerated Instruction). A student at-risk of dropping out of school includes each student who is under 21 years of age and who: is in prekindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year; is in grade 7, 8, 9, 10, 11, or 12 and 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; was not advanced from one grade level to the next for one or more school years; (Note: From 2010-2011 forward, TEC 29.081 (d-1) excludes from this criteria prekindergarten or kindergarten students who were not advanced to the next grade level as a result of a documented request by the students parent.) did not perform satisfactorily on an assessment instrument administered to the student under TEC 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; is pregnant or is a parent; has been placed in an alternative education program in accordance with TEC 37.006 during the preceding or current school year; has been expelled in accordance with TEC 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 TEC 29.052; is in the custody or care of the Department of Protective and Regulatory 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 NCLB, Title X, Part C, Section 725(2), the term homeless children and youths, 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, or foster group home. For those students who are determined to be at-risk under the parent criteria, the following conditions must be met: the child of the student must still be alive; the student must continue to have regular contact with the child; and the student must continue to provide regular emotional and physical support (e.g., food, clothing, shelter, health care) for the child. Given these conditions, a student who has given a child up for adoption and no longer has any contact with the child should not be considered to be in an at-risk situation under this section of the definition. Similarly, if the student (either the mother or the father) no longer has any regular contact with the child, the student should not be considered a parent. On the other hand, a student who is not a birth mother or father MAY be a parent. A high school student may be considered a parent when the student is assuming responsibility for the regular provision of emotional and physical support for a child (e.g., a sibling). A stepfather or a stepmother can also be considered a parent if they meet the conditions listed above. This definition does not exclude students who assume only partial responsibility for the emotional and/or physical support of a child. The mother, father, or student acting as parent may be considered a parent if other individuals (e.g., grandparents, other relatives, friends) are providing partial support of the child's needs. Please note that a student with a disability may be considered to be at-risk of dropping out of school if the student meets one or more of the statutory criteria for being in an at-risk situation that is not considered to be part of the students disability. A student with a disability is not automatically coded as being in an at-risk situation. Districts should use the student's individualized education program (IEP) and other appropriate information to make the determination. LEAs should at least annually evaluate the status of each student to determine if the student is at-risk or not. Students do not remain identified as being in an at-risk situation throughout their school career unless they continue to meet one of the at-risk criteria. For additional information on determining and managing the at-risk status of students, please see the Compensatory and At-Risk Frequently Asked Questions document on the TEA website at:  HYPERLINK "http://www.tea.state.tx.us/index4.aspx?id=4082" http://www.tea.state.tx.us/index4.aspx?id=4082 . For information related to funding for serving at-risk students, access the TEA website at: HYPERLINK "http://www.tea.state.tx.us/index4.aspx?id=7720"http://www.tea.state.tx.us/index4.aspx?id=7720 . PK-FOSTER-CARE-INDICATOR-CODE (E1041) indicates whether a prekindergarten student is or ever has been in the conservatorship of the Department of Family and Protective Services following an adversary hearing held as provided by Section 262.201, Family Code. The PK-FOSTER-CARE-INDICATOR-CODE is only reported for Pre-kindergarten students. This is one of several eligibility criteria for a student being categorized as eligible for the Pre-kindergarten program. Please refer to the Student Attendance Accounting Handbook Pre-kindergarten section for additional information concerning this data element. TITLE-I-PART-A-INDICATOR-CODE (E0894) indicates whether the student is participating in a program authorized under ESEA, Title I, Part A of the Improving America's Schools Act. All students attending a Title I, Part A schoolwide campus must have a code of 6 as the TITLE-I-PART-A-INDICATOR-CODE. SPECIAL-ED-INDICATOR-CODE (E0794) indicates whether the student is participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. (See 34 CFR 300.13 and 19 TAC 89.1060 and 89.1090.) For a particular student coded with SPECIAL-ED-INDICATOR-CODE of 1, there must be a 163 Special Education data record for that student. PRIMARY-PK-FUNDING-SOURCE-CODE (E1079) indicates the primary source of funding for a Pre-kindergarten student. The Primary PK Funding Source Code is reported for all PK students who are Enrolled, Not in membership (ADA Eligibility Code 0), PK students who are eligible for half-day state funding but attend the PK program full-day, and PK students who are ineligible for state funding. These students must be reported with a Primary PK Funding Source Code. For example, if a student is eligible for PK, then the TEA will pay for that half day of PK attendance. If the same student attends the PK program full day, then the LEA must at least report a Primary Funding Source Code for that student to describe the source of funding that covers the expense of the PK program for the second half of the day. SECONDARY-PK-FUNDING-SOURCE-CODE (E1080) indicates the secondary source of funding for a Pre-kindergarten student. The Secondary PK Funding Source Code may be reported for all PK students who are Enrolled, Not in membership (ADA Eligibility Code 0), PK students who are eligible for half-day state funding but attend the PK program full-day, and PK students who are ineligible for state funding and are funded through a secondary funding source in addition to the primary funding source. For example, if a student is eligible for PK, then the TEA will pay for that half day of PK attendance. If the same student attends the PK program full day, then the LEA may need to report a Secondary Funding Source Code for that student if the second half of the day was funded by a second funding source. GIFTED-TALENTED-INDICATOR-CODE (E0034) indicates whether the student is participating in a state-approved gifted and talented program, as defined in 19 TAC 89.1. A GIFTED-TALENTED-INDICATOR-CODE 1 can only be reported for grades Kindergarten through Twelve. Grade Levels EE and PK must be reported with a GIFTED-TALENTED-INDICATOR-CODE of 0. Please refer to the Student Attendance Accounting Handbook Gifted and Talented section for additional information concerning this data element. IMMIGRANT-INDICAOR-CODE (E0797) indicates whether the student is an identified immigrant under the definition found under Title III of the No Child Left Behind Act of 2001 (NCLB), where the term immigrant children and youth is defined as, individuals who are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than 3 full academic years. The term State means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. (See P.L. 107-110 Title III, Part C, 3301(6).) Note: The term immigrant has three definitions approved by the ˿Ƶ. Each definition serves a unique purpose. The NCLB definition serves to identify the recent immigrants for the Title III program. The Student Assessment Divisions definition assists in determining the appropriate evaluation of the LEP students in Texas. The English for Speakers of Other Languages (ESOL) I and II definition determines eligibility of the LEP students who may receive high school credit for these two courses. For the sole purpose of the statewide Texas Assessment of Knowledge and Skills (TAKS), any Limited English Proficient (LEP) student who has resided outside the fifty United States for at least two consecutive years can be designated an immigrant student and may qualify for exemption from the State Assessment if additional criteria as specified on the LPAC Decision-Making Procedural Manual are met. (LPAC Decision-Making Process for the Texas Assessment Program (Grades 3-12): Procedural Manual and Forms). 19 TAC 101.1005, 101.1007, 101.1009. The current manual may be accessed using the following URL: HYPERLINK "http://www.tea.state.tx.us/student.assessment"http://www.tea.state.tx.us/student.assessment. If the student has ever been coded as immigrant they can take and receive graduation credit for ESOL I and ESOL II (time in this instance is not an issue with regard to the 3 year status referred to in the data element definition of immigrant). If the student is not an immigrant but is identified as LEP, then the student may be reported as English as a Second Language (ESL) for funding purposes. However, the district must document in the Language Proficiency Assessment Committee (LPAC) annual review form the services being provided to meet the students needs. Immigrant status under the Title III Language Instruction for Limited English Proficient and Immigrant Students of the No Child Left Behind Act of 2001, should not be confused with immigrant status as defined for the Department of Homeland Security (DHS). Districts should not assume responsibility for determining the extent to which students are legal or illegal immigrants under DHS regulations. Definition of immigrant should not be confused with definition used for state assessment purposes or definition used for student eligibility to English I for Speakers of Other Languages or English II for Speakers of Other Languages taught in high school. Texas is required to use the federal definition under Title III of NCLB in order to determine immigrant student counts for funding and for coding in PEIMS. LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the district. LOCAL-STUDENT-ID is an optional data element. If the LOCAL-STUDENT-ID is supplied, any student error messages will be printed with the local number. SSI-PROMOTION-RETENTION-CODE (E1030) indicates whether the student was promoted or retained as a result of participation in the Student Success Initiative (SSI) as described in TAC Chapter 101, Subchapter BB and TEC 28.0211. This data element is suspended for the 12-13 school year. All LEAs will be forced to report a blank. Reporting Requirements For each 110 Student Enrollment record, a 101 Student Demographic record is required with a matching STUDENT-ID and GRADE-LEVEL-CODE. Each student enrolled in an LEA on the PEIMS fall snapshot date must be reported with one, and only one, 110 Student Enrollment record. For each CAMPUS-ID-OF-ENROLLMENT reported on the 110 Student Enrollment records, there must be a 020 Campus record with a matching CAMPUS-ID registered with TEA as an active instructional campus. If BILINGUAL-PROGRAM-TYPE-CODE is 2-5, then ESL-PROGRAM-TYPE-CODE must be 0. If LEP-INDICATOR-CODE is 1, then PARENTAL-PERMISSION-CODE must not be blank. If ESL-PROGRAM-TYPE-CODE is 2 or 3, then BILINGUAL-PROGRAM-TYPE-CODE must be 0. If PARENTAL-PERMISSION-CODE is 3, then LEP-INDICATOR-CODE must not be 1. If LEP-INDICATOR-CODE is 1 and September 1 age is less than 21, then AT-RISK-INDICATOR-CODE must be 1. If PARENTAL-PERMISSION-CODE is F, then GRADE-LEVEL-CODE must be 09-12. If PARENTAL-PERMISSION-CODE is D, then GRADE-LEVEL-CODE must not be 09-12. If PARENTAL-PERMISSION-CODE is G, then LEP-INDICATOR-CODE must be 0, F, or S. If PARENTAL-PERMISSION-CODE is B, then GRADE-LEVEL-CODE must be PK-08. Chart for Determining PK Funding Source Reporting for Fall Snapshot ADA Eligibility CodeADA Eligibility Code DescriptionPK Program Type CodePrimary PK Funding Source Reported?Secondary PK Funding Source reported?0Enrolled Not in Membership00YesYes, if student is funded from additional source.1Eligible Full Day03NoNo2Eligible Half Day01NoNo2Eligible Half Day02YesYes, if student is funded from additional sources3Eligible Transfer Full Day03NoNo4Ineligible Full Day05YesYes, if student is funded from additional sources5Ineligible Half Day04YesNo6Eligible Transfer Half Day01NoNo6Eligible Transfer Half Day02YesYes, if student is funded from additional sources7Eligible for Flexible Attendance01NoNo7Eligible for Flexible Attendance02YesYes, if student is funded from additional sources8Ineligible for Flexible Attendance04YesYes, if student is funded from additional sources Special Reporting Requirements TEXAS SCHOOL FOR THE DEAF (TSD) AND THE TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED (TSBVI): Students enrolled in either the TSD or the TSBVI on the Snapshot date will be reported by the TSD or the TSBVI as applicable. Sending districts will not report enrollment records on students who are enrolled in either of these schools on Snapshot. Limited English Proficient Decision Chart  SHAPE \* MERGEFORMAT  Example #1 Austin Student is a native born Texan enrolled at Learning ISD (999-999) Middle School (041), a Targeted Assistance Title I school. Austin is in the 8th grade, is a full-time eligible student, and speaks the English language primarily. Austin is in the gifted and talented program. The enrollment information for Austin Student would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentGrade Level CodePK Military Indicator CodeADA Eligi-bility CodeFillerBilingual Program Type CodeESL Program Type CodeE0755E0212E0001E0782E0017E1038E0787E1042E1043C042C050C088C059C175C176Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Column 30Column 31Columns 32 - 36Column 37Column 38110999999000651234999999041080100110 LEP Indica-tor CodeHome Lan-guage CodeParental Permis-sion CodePK Program Type CodeAt-Risk Indicator CodePK-Foster Care Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeE0790E0895E0896E1078E0919E1041E0894E0794E1079E1080C061C092C093C185C088C088C122C088C186C186Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Column 49Column 500980000080 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Column 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 80100000055700Explanation of 110 Student - Enrollment Record Layout DISTRICT-ID 999999 indicates the county district number for Learning ISD. STUDENT-ID 000651234 indicates the Social Security Number for Austin. CAMPUS-ID-OF-ENROLLMENT is 999999041 indicating Austin is enrolled at the Learning Middle School. GRADE-LEVEL-CODE 08 indicates Austin is in the eighth grade. PK-MILITARY-INDICATOR-CODE 0 indicates that Austin is not eligible for PK services. ADA-ELIGIBILITY-CODE 1 indicates that Austin is an eligible full-day student. BILINGUAL-PROGRAM TYPE CODE 0 indicates that Austin does not participate in the Bilingual language program. ESL-PROGRAM-TYPE-CODE 0 indicates that Austin does not participate in the ESL language program. LEP-INDICATOR-CODE 0 indicates that Austin is not limited English proficient. HOME-LANGUAGE-CODE 98 indicates Austins home language is English. PARENTAL-PERMISSION-CODE is blank, since Austin is not LEP. PK-PROGRAM-TYPE-CODE 00 indicates that Austin is not enrolled in a PK program. AT-RISK-INDICATOR-CODE 0 indicates that Austin has not been determined to be at risk. PK-FOSTER-CARE-INDICATOR-CODE 0 indicates that Austin is not eligible for PK services under this option. GIFTED-TALENTED-INDICATOR-CODE 1 indicates that Austin participates in the gifted and talented program. TITLE-I-PART-A-INDICATOR-CODE 8 indicates that Austin attends a Title I, Part A schoolwide program school, does not currently participate in the Title I, Part A program but previously participated in the program at this school. SPECIAL-ED-INDICATOR-CODE 0 indicates that Austin is not participating in the special education program. PRIMARY-PK-FUNDING-SOURCE-CODE is blank because Austin is not enrolled in a PK program. SECONDARY-PK-FUNDING-SOURCE-CODE is blank because Austin is not enrolled in a PK program. IMMIGRANT-INDICATOR-CODE 0 indicates Austin has not been identified as belonging to this student type. LOCAL-STUDENT-ID is 000005570. SSI-PROMOTION-RETENTION-CODE is blank, since Austin does not fit any of the SSI criteria. Example #2 Jake Kinder has been accepted into the Pre-Kindergarten program under the military eligibility criteria. Jakes father is an active duty marine deployed on military assignment. Jane Kinder, Jakes adopted sister, has been accepted into the prekindergarten program under the foster care eligibility rule. Jane was in foster care as a 2 year old prior to being adopted by the Smiths. Joe Student is not eligible for Pre-kindergarten, but has been admitted on a space available basis, and the district covers the cost of Joe being in the Pre-kindergarten program using local district funds. The enrollment information for Jake Kinder, Jane Kinder, and Joe Student would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentGrade Level CodePK Military Indicator CodeADA Eligi-bility CodeFillerBilingual Program Type CodeESL Program Type CodeE0755E0212E0001E0782E0017E1038E0787E1042E1043C042C050C088C059C175C176Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Column 30Column 31Columns 32 - 36Column 37Column 38110999999Jake Kinder999999101PK1200110999999Jane Kinder999999102PK0200110999999Joe Student999999101PK0400 LEP Indicator CodeHome Lan-guage CodeParental Permis-sion CodePK Program Type Code At-Risk Indicator CodePK-Foster Care Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeE0790E0895E0896E1078E0919E1041E0894E0794E1079E1080C061C092C093C185C088C088C122C088C186C186Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Column 49Column 500980100000980101000980400002 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Column 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 80000000054990000000650000000007001Explanation of 110 Student - Enrollment Record Layout CAMPUS-ID-OF-ENROLLMENT 999999101 indicates Jake and Joe are enrolled at campus 101. CAMPUS-ID-OF-ENROLLMENT 999999102 indicates Jane is enrolled at campus 102. GRADE-LEVEL-CODE PK indicates Jake, Jane, and Joe are in the prekindergarten program. PK-MILITARY-INDICATOR-CODE 1 indicates that Jake is eligible for the prekindergarten program because of meeting the military eligibility criteria. ADA-ELIGIBILITY-CODE 2 indicates that Jake and Jane are both half-day eligible students. ADA-ELIGIBILITY-CODE 4 indicates that Joe is an ineligible half-day student. BILINGUAL-PROGRAM TYPE CODE 0 indicates that Jake, Jane, and Joe do not participate in the Bilingual language program. ESL-PROGRAM-TYPE-CODE 0 indicates that Jake, Jane, and Joe do not participate in the ESL language program. LEP-INDICATOR-CODE 0 indicates that Jake, Jane, and Joe are not limited English proficient. HOME-LANGUAGE-CODE 98 indicates Jake, Jane, and Joes home language is English. PARENTAL-PERMISSION-CODE is blank, since Jake, Jane, and Joe are not LEP. PK-PROGRAM-TYPE-CODE 01 indicates that Jake is eligible for and participates in the half-day PK program. PK-PROGRAM-TYPE-CODE 01 indicates that Jane is eligible for and participates in the half-day PK program. PK-PROGRAM-TYPE-CODE 04 indicates that Joe is not eligible for the PK program, but participates in the half-day PK program. AT-RISK-INDICATOR-CODE 0 indicates that Jake, Jane, and Joe have not been determined to be at risk of dropping out of school. PK-FOSTER-CARE-INDICATOR-CODE 0 indicates that Jake and Joe are not eligible for PK services under this option. TITLE-I-PART-A-INDICATOR-CODE 0 indicates that Jake, Jane, and Joe do not participate in the Title I, Part A programs. SPECIAL-ED-INDICATOR-CODE 0 indicates that Jake, Jane, and Joe do not participate in the special education program. PRIMARY-PK-FUNDING-SOURCE-CODE is blank for Jake and Jane because they are funded through the Foundation School Program. PRIMARY-PK-FUNDING-SOURCE-CODE 04 indicates that Joe is funded in the PK program through local district funds. SECONDARY-PK-FUNDING-SOURCE-CODE is blank because Jake, Jane, and Joe do not have a secondary PK Funding Source to pay for their PK program participation. GIFTED-TALENTED-INDICATOR-CODE 0 indicates that Jake, Jane, and Joe do not participate in the gifted and talented program. IMMIGRANT-INDICATOR-CODE 0 indicates Jake, Jane, and Joe have not been identified as belonging to this student type. LOCAL-STUDENT-ID for Jake is 000005499. LOCAL-STUDENT-ID for Jane is 000006500. LOCAL-STUDENT-ID for Joe is 000007001. SSI-PROMOTION-RETENTION-CODE is blank, since Jake, Jane, and Joe are not in grades 5-8. Example #3 John Student is a student newly immigrated to the United States from Mexico. He has been determined to be Limited English Proficient (LEP). John is in the 5th grade at campus 101 in Learning ISD. Johns older sister Jane, has also been determined to be LEP. Jane is in the 9th grade and campus 001 at Learning ISD. John has been placed in the bilingual Dual Language Immersion/two way special language program. Jane has been placed in the English as a Second Language/content based special language program. The enrollment information for John and Jane would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of Enroll-mentGrade Level CodePK Military Indicator CodeADA Eligi-bility CodeFillerBilingual Program Type CodeESL Program Type CodeE0755E0212E0001E0782E0017E1038E0787E1042E1043C042C050C088C059C175C176Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Column 30Column 31Columns 32 - 36Column 37Column 38110999999777004321999999101050130110999999777001234999999001090101 LEP Indicator CodeHome Lan-guage CodeParental Permis-sion CodePK Program Type CodeAt-Risk Indicator CodePK-Foster-Care-Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeE0790E0895E0896E1078E0919E1041E0894E0794E1079E1080C061C092C093C185C088C088C122C088C186C186Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Column 49Column 50101D001000101F001000 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Columns 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 80010010Explanation of 110 Student - Enrollment Record Layout CAMPUS-ID-OF-ENROLLMENT 999999101 indicates John is enrolled at the campus 101 and CAMPUS-ID-OF-ENROLLMENT 999999001 indicates Jane is enrolled at the campus 001. GRADE-LEVEL-CODE 05 indicates John is in the 5th grade and GRADE-LEVEL-CODE 09 indicates that Lea is in the 9th grade. PK-MILITARY-INDICATOR-CODE 0 indicates that John and Jane are not eligible for PK services under this option. ADA-ELIGIBILITY-CODE 1 indicates that John and Jane are both full-day eligible students. LEP-INDICATOR-CODE 1 indicates that John and Jane are both limited English proficient. BILINGUAL-PROGRAM TYPE CODE 3 indicates that John was placed in the dual language immersion/two way special language program. ESL-PROGRAM-TYPE-CODE 1 indicates that Jane was placed in the English as a second language/content based special language program. HOME-LANGUAGE-CODE 01 indicates John and Janes home language is Spanish. PARENTAL-PERMISSION-CODE D indicates that Johns parents approved his placement in a bilingual education program and PARENTAL-PERMISSION-CODE F indicates that Janes parents approved her placement in an ESL program. PK-PROGRAM-TYPE-CODE 00 indicates that neither John nor Jane are enrolled in a PK program. AT-RISK-INDICATOR-CODE 1 indicates that John and Jane have been determined to be at risk of dropping out of school. PK-FOSTER-CARE-INDICATOR-CODE 0 indicates that John and Jane are not eligible for PK services under this option. GIFTED-TALENTED-INDICATOR-CODE 0 indicates that John and Jane do not participate in the gifted and talented program. TITLE-I-PART-A-INDICATOR-CODE 0 indicates that John and Jane do not participate in the Title 1 Part A program. SPECIAL-ED-INDICATOR-CODE 0 indicates that John and Jane do not participate in the special education program. PRIMARY-PK-FUNDING-SOURCE-CODE is blank because neither John nor Jane are not enrolled in a PK program. SECONDARY-PK-FUNDING-SOURCE-CODE is blank because neither John nor Jane are not enrolled in a PK program. IMMIGRANT-INDICATOR-CODE 1 indicates John and Jane have been identified as belonging to this student type. 163 STUDENT DATA - SPECIAL EDUCATION Input Record Type CodeDistrict IDStudent IDPrimary Disability CodeSecond-ary Disability CodeTertiary Disability CodeMultiply Disabled Indicator CodeChild Count Funding Type CodeEarly Child-hood Interv Ind CodePreschl Prog Chldrn with Disab Ind CdReg Day Sch Prog Deaf CodeE0755E0212E0001E0041E0834E0835E0882E0832E0900E0899E0833C042C053C053C053C088C066C088C088C067Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 22Columns 23 - 24Column 25Column 26Column 27Column 28Column 29163163 Instruc-tional Setting CodeSpeech Therapy Indicator CodeInterpret-ing Services Type CodeAudio-logical Serv Ind CodePPCD Service Location CodeCoun-seling Services Ind CodeMedical Diag-nostic Serv Ind CodeOccupa-tional Therapy Ind CodeOrient Mobility Trng Ind CodePhysical Therapy Ind CodeE0173E0857E1040E0838E1077E0840E0841E0843E0844E0845C035C095C174C088C184C088C088C088C088C088Columns 30 - 31Column 32Columns 33 - 34Column 35Column 36Column 37Column 38Column 39Column 40Column 41Column 42 Psycho-logical Services Ind CodeRecre-ation Ind CodeSchool Health Services Ind CodeSocial Work Services Ind CodeTranspor-tation Indicator CodeAssistive Tech Indicator CodeMedically Fragile Ind CodeFillerE0846E0847E0848E0849E0851E0997E0999C088C088C088C088C088C088C088Column 43Column 44Column 45Column 46Column 47Column 48Column 49Column 50Column 51Columns 52 - 80 Description The 163 Special Education record identifies the special education services for each special education student enrolled in an LEA on the PEIMS fall snapshot date. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 163 Special Education records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". PRIMARY-DISABILITY-CODE (E0041) indicates the type of primary disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC 89.1040. A PRIMARY-DISABILITY-CODE of Developmental Delay (Disability Code 12) can only be reported for those students whose EARLY-CHILDHOOD-INTERV-IND-CODE is 1. Developmental delay" means a significant variation in normal development as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: cognitive development; physical development; communication development; social or emotional development; or adaptive development. TAC 73.001(3) PRIMARY-DISABILITY-CODE of Non-Categorical Early Childhood (Disability Code 14) can only be reported for special education students can only be reported for students who are at least 3 and less than 6 years of age on the PEIMS fall snapshot date. For students eligible for special education services such as visually impaired, auditorially impaired, and/or deaf-blind, always include such disabilities as either the primary, secondary, or tertiary disability. When deaf-blind is the primary disability it generally is not necessary to document visually impaired and auditorially impaired as secondary and tertiary disabilities, unless the student is served by the Regional Day School for the Deaf. In that case, a student must be coded as auditorially impaired. SECONDARY-DISABILITY-CODE (E0834) indicates the secondary type of disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC 89.1040. The SECONDARY-DISABILITY-CODE is not a required field unless the special education student has been identified with a SECONDARY-DISABILITY-CODE by the admission, review, and dismissal committee (ARD). The SECONDARY-DISABILITY-CODE cannot be reported as Non-Categorical Early Childhood (Disability Code 14). TERTIARY-DISABILITY-CODE (E0835) indicates the tertiary, or third, disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC 89.1040. The TERTIARY-DISABILITY-CODE is not a required field unless the special education student has been identified with a TERTIARY -DISABILITY-CODE by the ARD committee. The TERTIARY-DISABILITY-CODE cannot be reported as Non-Categorical Early Childhood (Disability Code 14). MULTIPLY-DISABLED-INDICATOR-CODE (E0882) indicates whether the student receiving special education and related services has been designated as multiply disabled by the admission, review, and dismissal committee. [See 19 TAC 89.1040(c)(6).] A student who is multiply disabled has a combination of disabilities and meets all of the conditions listed in 19 TAC 89.1040(c)(6). Not all students who have more than one disability are determined to be multiply disabled. Multiply disabled is not a disability in C053. Rather, all the disabilities that lead to a determination of multiply disabled are reported through PRIMARY-DISABILITY-CODE, SECONDARY-DISABILITY-CODE, and TERTIARY-DISABILITY-CODE. The determination of multiply disabled is indicated in MULTIPLY-DISABLED-INDICATOR-CODE. A student should not be coded as multiply disabled unless an ARD committee has determined that the student has a combination of disabilities included in TAC 89.1040 and meets all of the conditions listed below. The student's disability is expected to continue indefinitely; and The student's disabilities severely impair performance in two or more of the following areas: psychomotor skills; self-care skills; communication; social and emotional development; or cognition. If a special education student is reported as MULTIPLY-DISABLED-CODE (Code1), then the student must also be reported with a SECONDARY-DISABILITY-CODE other than 00. CHILD-COUNT-FUNDING-TYPE-CODE (E0832) indicates under which federal program the student receiving special education and related services is counted. The following guidelines should be used in determining the CHILD-COUNT-FUNDING-TYPE-CODE for special education students. CHILD-COUNT-FUNDING-TYPE-CODE eligible students include special education students ages 3 through 21, who: meet the requirements of 19 TAC 89.1040 and 19 TAC 89.1050; are enrolled and receiving special education and related services through an IEP or individualized services plan as of the PEIMS snapshot date; have on file a current individualized education program or individualized services plan; and have on file a current full and individual evaluation. Report a CHILD-COUNT-FUNDING-TYPE-CODE of 0 for special education students who do not meet requirements as specified for CHILD-COUNT-FUNDING-TYPE-CODE 3. These students are less than 3 and greater than 21 years of age on the PEIMS fall snapshot date. Report a CHILD-COUNT-FUNDING-TYPE-CODE of 3 for special education students who meet requirements as specified for CHILD-COUNT-FUNDING-TYPE-CODE 3. These students are at least 3 and less than 22 years of age on the PEIMS fall snapshot date. EARLY-CHILDHOOD-INTERV-IND-CODE (E0900) indicates whether the infant or toddler, from birth through age 2, is participating in the early childhood intervention program. (See Texas Human Resources Code 73.001 and 73.021.) The early childhood intervention program is operated through the Interagency Council on Early Childhood Intervention. If the district does not operate an ECI program, this code is not used to identify infants and toddlers with auditory or visual impairments who receive hearing and vision services from the district under the Memorandum of Understanding between the Interagency Council on Early Childhood Intervention and the ˿Ƶ. Refer to Section IV of the Student Attendance Accounting Handbook for information on coding these children. [See 19 TAC 89.63(d).] EARLY-CHILDHOOD-INTERV-IND-CODE should be used only for students ages 0 through 2, as of the PEIMS snapshot date. When the student turns 3, the child may be served through the Preschool Program for Children with Disabilities, if recommended by the childs ARD committee. In the event that an ARD committee recommends more than one type of interpreting services, i.e., sign language transliteration services and communication access real-time translation (CART) services, the ARD committee is responsible for providing attendance personnel the appropriate interpreting services type code. In no case should attendance personnel be responsible for determining the appropriate interpreting services type code for a student. PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CD (E0899) indicates whether the preschool student, age three through five years old, is receiving any special education and related services (including AI and VI) from the LEA in any setting(s) or environment. [See 19 TAC 89.1035, and 34 CFR 300.101(b).] PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE of 1 can only be reported for special education students who are at least 3 and less than 6 years of age on the PEIMS fall snapshot date. All students receiving special education services under IDEA Part B who are ages 3 5, as of the PEIMS fall snapshot date, are participating in the Preschool Program for Children with Disabilities (PPCD) program and must be coded as PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE 1 regardless of their disability or instructional setting. PPCD is a Texas term which refers to a federally funded program under IDEA Part B which is targeted specifically for 3, 4 and 5 year olds receiving special education and related services. Each LEA shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. (CFR 300.115) For 3, 4, and 5 year old students in PPCD, the LEA continuum could include but is not limited to: District or Community Child Care Programs Pre-Kindergarten Programs Kindergarten Programs Head Start Programs Home Environment Special Education Resource Settings Special Education Self Contained Settings District or Community Therapy Settings (Speech, OT/PT, etc.) REG-DAY-SCH-PROG-DEAF-CODE (E0833) indicates the student is receiving instructional services from the regional day school program for the deaf (RDSPD). The RDSPD is part of an LEA special education program which receives additional state funds, and includes students from more than one LEA. Note: The TEA RDSPD SSA Procedures document requires all SSAs to include two or more LEAs. The fiscal agent for the RDSPD is often the district where students attend classes. Additionally, there are some Education Service Centers (ESC) that serve as RDSPD fiscal agents. Please note the following guidelines for the reporting of PEIMS data in the fall submission for RDSPD students: Only one LEA may report PEIMS data on RDSPD student. If there are sending and receiving LEAs involved, an agreement should be made between the LEAs regarding which LEA will report PEIMS data. It is recommended that this agreement be in writing. All students in the RDSPD must have a disabling condition of AI (03) (Auditory Impairment) as either their primary, secondary, or tertiary disability. This must reflect exactly what the ARD/IEP states. If a RDSPD student is deaf-blind, the disabling condition should be coded as AI (03) and D-B (05) in appropriate order of disabling condition. All students who are in the RDSPD may generate average daily attendance (ADA) based on their ADA-ELIGIBILITY-CODE and their special education instructional setting code. These general education funds in regular education and in special education can be used to supplement the costs of the RDSPD. INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students. Children in the early childhood intervention (ECI) program should have an INSTRUCTIONAL-SETTING-CODE of 01 (Homebound), 31 (Home-based Instruction), 32 (Center-based Instruction), or 34 (Other Environment). Only ECI students may be shown using codes 31, 32, and 34. The INSTRUCTIONAL-SETTING-CODE is reported based on the INSTRUCTIONAL-SETTING-CODE documented in the students IEP on the PEIMS fall snapshot date. Refer to the Student Attendance Accounting Handbook for additional guidance on the instructional setting codes for special education students. Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible students receiving special education services. [See 19 TAC 89.63.] SPEECH-THERAPY-INDICATOR-CODE (E0857) indicates whether the student is receiving speech pathology/speech therapy services through the special education program in a speech therapy instructional arrangement. [See 19 TAC 89.63 (c)(4).] Students who are provided speech therapy services only are not eligible to be counted for any other instructional arrangement. Speech therapy/speech pathology services must be provided by a professional with a TEA certificate in Speech & Hearing Therapy, Speech Therapy, School Speech-Language Pathology, or with a license from the State Board of Examiners for Speech-Language Pathology(S-LP) and Audiology. An S-LP assistant may provide speech language pathology services under the supervision of a speech-language pathologist. AUDIOLOGICAL-SERV-IND-CODE (E0838) indicates whether the student receiving special education and related services received, or is scheduled to receive, audiological services during the current school semester. (See 34 CFR 300.34.) Audiological services must be provided by a professional who holds a valid state license as an audiologist. (See TEC 21.002, 21.003, 29.304, and 19 TAC 89.1131.) PPCD-SERVICE-LOCATION-CODE (E1077) indicates whether or not the Preschool Program for Children with Disabilities (PPCD) student received their special education services in a regular early childhood program, which is defined as a program that is designed for typically developing children ages 3-5 and is not specifically or primarily designed for children with disabilities and includes (at the time of the placement decision) a majority of at least 50 percent of nondisabled children (i.e., children without an individualized education program (IEP)). PPCD-SERVICE-LOCATION-CODE indicates whether or not the Preschool Program for Children with Disabilities (PPCD) student received the majority of their special education services in a regular early childhood program. The Regular Early Childhood Program is defined as a program that is designed for typically developing children ages 3-5 and is not specifically or primarily designed for children with disabilities and includes (at the time of the placement decision) a majority of at least 50 percent of nondisabled children (i.e., children without an individualized education program (IEP)). The Regular Early Childhood Program may include, but is not limited to: Community-Based Preschool (3- Through 5-Year-Olds): A PPCD student who is receiving the majority of his or her special education services in a licensed community childcare facility that is working in a collaborative partnership with a school district may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services. District or Community Child Care Programs: A PPCD student who is receiving the majority of his or her special education services in a district or community child care program may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services. District or Community Therapy Settings (Speech, OT/PT, etc.): A PPCD student who is receiving the majority of his or her special education services in a district or community Therapy Settings may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services. Head Start Program: If a school district and a Head Start program provide collaborative services as documented in a memorandum of understanding between the two entities, a PPCD student who is receiving the majority of his or her special education services in the collaborative partnership may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services. Kindergarten program: A PPCD student who is at least five years old on September 1 of the school year and is receiving the majority of his or her special education services in the kindergarten program may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services. Prekindergarten Program in which the student is eligible: A PPCD student who meets eligibility requirements for prekindergarten (PK) and special education services and is receiving the majority of his or her special education services in the PK classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services. Prekindergarten Program in which the student is not eligible: A PPCD student who does not meets eligibility requirements for prekindergarten (PK) and special education services and is receiving the majority of his or her special education services in the PK classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services. School-Based Preschool, Staff and/or Community Access (3- Through 5-Year-Olds): If a school district establishes a preschool education program to serve preschool age children regardless of eligibility or other criteria, a PPCD student in the program who receives the majority of his or her special education services (other than speech therapy) in the general classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.  COUNSELING-SERVICES-IND-CODE (E0840) indicates whether the student receiving special education and related services received, or is scheduled to receive, counseling services during the current school semester. (See 34 CFR 300.34.) Counseling services must be provided in the area of specialization by a qualified professional credentialed to practice in Texas. (19 TAC 89.1131 (a)) MEDICAL-DIAGNOSTIC-SERV-IND-CODE (E0841) indicates whether the student receiving special education and related services received, or is scheduled to receive, medical diagnostic services during the current school semester. (See 34 CFR 300.34.) Medical diagnostic services must be provided by a licensed physician. (See TEC 21.003 and 19 TAC 89.1131.) OCCUPATIONAL-THERAPY-IND-CODE (E0843) indicates whether the student receiving special education and related services received, or is scheduled to receive, occupational therapy services during the current school semester. (See 34 CFR 300.34.) Occupational therapy must be provided by a professional who is licensed by the Executive Council of Physical Therapy and Occupational Therapy Examiners. A licensed occupational therapy assistant may provide occupational therapy services under the supervision of a licensed occupational therapist in accordance with the standards of the profession. (See TEC 21.003 and 19 TAC 89.1131.) ORIENT-MOBILITY-TRNG-IND-CODE (E0844) indicates whether the student receiving special education and related services received, or is scheduled to receive, orientation and mobility training services during the current school semester. (See 34 CFR 300.34.) Orientation and mobility training includes those aids, methods, services, and skills which enable visually impaired individuals to move from one place to another with confidence, safety, and purpose. Orientation and mobility instruction must be provided by a professional who meets the requirements explained in TEC 21.003 and 19 TAC 89.1131. PHYSICAL-THERAPY-IND-CODE (E0845) indicates whether the student receiving special education and related services received, or is scheduled to receive, physical therapy services during the current school semester. (See 34 CFR 300.34.) Physical therapy must be provided by a professional licensed by the Executive Council of Physical Therapy and Occupational Therapy Examiners. A physical therapy assistant (LPTA) may provide physical therapy services under the supervision of a licensed physical therapist in accordance with the standards of the profession. (See TEC 21.003 and 19 TAC 89.1131.) PSYCHOLOGICAL-SERVICES-IND-CODE (E0846) indicates whether the student receiving special education and related services received, or is scheduled to receive, psychological services during the current school semester. (See 34 CFR 300.34.) Psychological services must be provided by a professional who is licensed by the Texas State Board of Examiners of Psychologists as a Licensed Specialist in School Psychology (LSSP), psychologist or a psychological associate. (See TEC 21.003 and 19 TAC 89.1131.) RECREATION-IND-CODE (E0847) indicates whether the student receiving special education and related services received, or is scheduled to receive, recreation services during the current school semester. (See 34 CFR 300.34.) Recreation includes assessment of leisure function, therapeutic recreation services, recreation programs in schools and community agencies, and leisure education. SCHOOL-HEALTH-SERVICES-IND-CODE (E0848) indicates whether the student receiving special education and related services received, or is scheduled to receive, school health services during the current school semester. (See 34 CFR 300.34.) School health services and school nurse services are those provided to students receiving special education and related services in addition to those routinely available to all students and are designed to enable a child with a disability to receive FAPE as described in the childs IEP. School nurse services are those provided by a qualified school nurse. School health services may be provided by a qualified school nurse or other qualified person. SOCIAL-WORK-SERVICES-IND-CODE (E0849) indicates whether the student receiving special education and related services received, or is scheduled to receive, social work services during the current school semester. (See 34 CFR 300.34.) Social workers must be licensed by the Texas State Board of Examiners and must hold a bachelors or masters degree. TRANSPORTATION-INDICATOR-CODE (E0851) indicates whether the student receiving special education and related services received, or is scheduled to receive, special transportation services (due to his or her disability) during the current school semester. (See 34 CFR 300.34 and TEC 42.155.) The eligibility for transportation services for students receiving special education and related services is described in TEC 42.155. The TRANSPORTATION-INDICATOR-CODE is reported for all special education students who received, or are scheduled to receive, special transportation services (due to his or her disability) during the current school semester. If a SSA member district provides transportation, and the SSA fiscal agent reports PEIMS data, the fiscal agent should also report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement. Only one district may report the TRANSPORTATION-INDICATOR-CODE for a RDSPD student. If there are sending and receiving districts involved, an agreement must be made between the two districts regarding which district will report PEIMS data. Note: The new RDSPD SSA Procedures require this to be addressed in the SSA contract. If a member district provides transportation, and the RDSPD fiscal agent reports PEIMS data, the fiscal agent should report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement. ASSISTIVE-TECH-INDICATOR-CODE (E0997) indicates whether the student receiving special education and related services received, or is scheduled to receive, an assistive technology device or service during the current school semester. "Assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. The term does not include a medical device that is surgically implanted or the replacement of such device. "Assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes: a) the evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment; b) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; c) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; d) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; e) training or technical assistance for a child with a disability or, if appropriate, that child's family; and f) training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of children with disabilities. Assistive technology devices and/or services must be made available if required as part of a childs special education, as a related service, or as supplementary aids and services. (See 34 CFR 300.5-300.6 and 19 TAC 89.1050.) The full and individual evaluation, including a written report, shall be completed in accordance with 34 CFR 300.121, 300.301, 300.303-300.311; TEC 29.004; and 19 TAC 89.1040. Each school district shall establish at least one admission, review, and dismissal committee that shall make decisions concerning eligibility determinations, development of the individualized education program, consideration of assistive technology, development of the behavior improvement plans, and placement of a student referred for special education and related services in accordance with 34 CFR 300.5, 300.6, 300.34, 300.41, 300.42, 300.105(a), and 34 CFR 300.320-300.324; state statute; and SBOE rules. (See 19 TAC 89.1050.) MEDICALLY-FRAGILE-IND-CODE (E0999) indicates whether the student receiving special education and related services is: in the age range of birth to 22 years, and has a serious, ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, and requires the routine use of medical device or of assistive technology to compensate for the loss of usefulness of a body function needed to participate in activities of daily living, and lives with ongoing threat to his or her continued well-being. Reporting Requirements A 163 Student - Special Education Program record must be reported for each student receiving special education services in the LEA. Using special education personnel, each school district shall be able to provide services to students with disabilities in order to meet the special needs of those students in accordance with 34 CFR 300.38. For the purpose of determining the student's instructional arrangement/setting, the instructional day is defined as that portion of the school day in which instruction takes place (not to include lunch, recess, passing periods, etc.). The regular school day is defined as the period of time determined appropriate by the admission, review, and dismissal (ARD) committee for a student whose individualized education program (IEP) specifies a shortened day. For each 163 Student - Special Education Program record, there must be a 110 Student - Enrollment record with a matching STUDENT-ID where SPECIAL-ED-INDICATOR-CODE is 1. The PRIMARY-DISABILITY-CODE, SECONDARY-DISABILITY-CODE, and TERTIARY-DISABILITY-CODE cannot all report the same Disability Code. For students eligible for special education services such as visually impaired, auditorially impaired, and/or deaf-blind, always include such disabilities as either the primary, secondary, or tertiary disability. When deaf-blind is the primary disability it generally is not necessary to document visually impaired and auditorially impaired as secondary and tertiary disabilities, unless the student is served by the Regional Day School for the Deaf. In that case, a student must be coded as auditorially impaired. Special Reporting Requirements The 163 Special Education Data record is reported for students enrolled at Texas School for the Deaf, Texas School for the Blind and Visually Impaired, and Texas Juvenile Justice Department (formerly Texas Youth Commission). Example Ima Student is a 5th grade student in Learning ISD. She is served through the special education program. The information about her participation in the special education program would be reported as follows. Input Record Type CodeDistrict IDStudent IDPrimary Disability CodeSecond-ary Disability CodeTertiary Disability CodeMultiply Disabled Indicator CodeChild Count Funding Type CodeEarly Child-hood Interv Ind CodePreschl Prog Chldrn with Disab Ind CdReg Day Sch Prog Deaf CodeE0755E0212E0001E0041E0834E0835E0882E0832E0900E0899E0833C042C053C053C053C088C066C088C088C067Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 20Columns 21 - 22Columns 23 - 24Column 25Column 26Column 27Column 28Column 2916399999988800008906040113000 Instruc-tional Setting CodeSpeech Therapy Indicator CodeInterpret-ing Services Type CodeAudio-logical Serv Ind CodePPCD Service Location CodeCoun-seling Services Ind CodeMedical Diagnostic Serv Ind CodeFillerOccupa-tional Therapy Ind CodeOrient Mobility Trng Ind CodePhysical Therapy Ind CodeE0173E0857E1040E0838E1077E0840E0841E0843E0844E0845C035C095C174C088C184C088C088C088C088C088Columns 30 - 31Column 32Columns 33 - 34Column 35Column 36Column 37Column 38Column 39Column 40Column 41Column 42432000001110 Psycho-logical Services Ind CodeRecreation Ind CodeSchool Health Services Ind CodeSocial Work Services Ind CodeTranspor-tation Indicator CodeFillerAssistive Tech Indicator CodeFillerMedically Fragile Ind CodeE0846E0847E0848E0849E0851E0997E0999C088C088C088C088C088C088C088Column 43Column 44Column 45Column 46Column 47Column 48Column 49Column 50Column 510000110Explanation of 163 Student - Special Education Program Record Layout PRIMARY-DISABILITY-CODE 06 indicates that Imas primary disability, as determined by the ARD Committee, is Mental Retardation. SECONDARY-DISABILITY-CODE 04 indicates that Imas secondary disability is Visual Impairment. TERTIARY-DISABILITY-CODE 01 indicates that Ima's tertiary disability is Orthopedic Impairment. MULTIPLY-DISABLED-INDICATOR-CODE 1 indicates that Ima has been determined Multiply Disabled by the ARD Committee. CHILD-COUNT-FUNDING-TYPE-CODE 3 indicates that Ima receives funding through IDEA-B monies. EARLY-CHILDHOOD-INTERV-IND-CODE and PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CD are both 0, since Ima is not served through either of these programs. Example (continued) REG-DAY-SCH-PROG-DEAF-CODE is 0, since Ima is not served through a regional day school for the deaf. INSTRUCTIONAL-SETTING-CODE 43 indicates Imas instructional setting is self-contained, mild/moderate/severe, regular campus and that Martha receives special education and related services for at least 50% and no more than 60% of her instructional day. SPEECH-THERAPY-INDICATOR-CODE 2 indicates that Ima receives speech therapy. INTERPRETING-SERVICES-TYPE-CODE 00 indicates that Ima does not receive this service. AUDIOLOGICAL-SERV-IND-CODE, COUNSELING-SERVICES-IND-CODE, PHYSICAL-THERAPY-IND-CODE, PSYCHOLOGICAL-SERVICES-IND-CODE, RECREATION-IND-CODE, SCHOOL-HEALTH-SERVICES-IND-CODE, and SOCIAL-WORK-SERVICES-IND-CODE are all 0, indicating that Martha does not receive these services. PPCD-SERVICE-LOCATION-CODE 0 indicates that the PPCD-SERVICE-LOCATION-CODE is not applicable to Ima. MEDICAL-DIAGNOSTIC-SERV-IND-CODE, OCCUPATIONAL-THERAPY-IND-CODE, ORIENT-MOBILITY-TRNG-IND-CODE, TRANSPORTATION-INDICATOR-CODE, and ASSISTIVE-TECH-INDICATOR-CODE are all 1, indicating that Ima receives these services through the special education program. MEDICALLY-FRAGILE-IND-CODE is 0, indicating that Ima is not medically fragile. 169 STUDENT DATA - CAREER AND TECHNICAL EDUCATION (CTE) PROGRAM Input Record Type CodeDistrict IDStudent IDDisplaced Home-maker CodeSgl Parent Preg Teen CodeFillerTrans-portation CTE Support ServiceFillerE0755E0212E0001E1039E0829E0917C042C088C064C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Column 21-23Column 24Columns 25 - 80169169 Description The 169 Career and Technical Education (CTE) Program Data record identifies the specialized CTE programs that are provided to CTE students by the LEA. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 169 CTE Program records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". DISPLACED-HOMEMAKER-CODE (E1039) The term `displaced homemaker' means an individual who: has worked primarily without remuneration to care for a home and family, and for that reason has diminished marketable skills; has been dependent on the income of another family member but is no longer supported by that income; or is a parent whose youngest dependent child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date on which the parent applies for assistance under such title; and is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment. SGL-PARENT-PREG-TEEN-CODE (E0829) indicates whether the student in the career and technical education program is: 1) unmarried or legally separated from a spouse; and has a minor child(ren) for which the parent has either custody or joint custody, or 2) pregnant. TRANSPORTATION-CTE-SUPPORT-SERVICE (E0917) indicates whether the economically disadvantaged student enrolled in a career and technical education course receives special transportation services to enable the student to commence or continue career and technical training. If the TRANSPORTATION-CTE-SUPPORT-SERVICE data element is reported with a code of 1, then the ECONOMIC-DISADVANTAGE-CODE on the 101 Student Demographic record cannot be reported with a code of 00. Reporting Requirements A 169 Career and Technical Education record must be reported for each student participating in the CTE program regardless of the level of program participation (enrolled in a state-approved career and technical education course or a coherent sequence/tech prep program). For each 169 Career and Technical Education Program record, there must be a 110 Student Enrollment record with a matching STUDENT-ID For each 169 Career and Technical Education Program record, there must be a 101 Student - Demographic record with a matching STUDENT-ID where CAREER-AND-TECHNICAL-ED-IND-CD is not 0. For each 169 Career and Technical Education Program record, there must be at least one 170 Career and Technical Education Course record with a matching STUDENT-ID. Special Reporting Requirements The 169 Career and Technical Education Program record must be reported for students enrolled at Texas School for the Deaf, Texas School for the Blind and Visually Impaired, and Texas Juvenile Justice Department (formerly Texas Youth Commission) who participate in the career and technical education program. Example Jake Student (111110000), Jane Learner (222220000), and Ima Student (33330000) are served through the Career and Technical Education program of Learning ISD. Jake is enrolled in an auto mechanics course at Learning High School. Jane is a single parent, economically disadvantaged, and rides a school bus to and from her job for her related Career and Technical Education Building Trades II course. Ima is pregnant and is enrolled in an Individual and Family Life course and lives in her mothers house where she cares for the family. Until recently, Imas mother was working a full time job to support the family. Imas mother is now disabled and unable to work outside of the home. Ima is not employed and still cares for the family. Information about the participation of these three students in the Career and Technical education program would be reported as follows. Input Record Type CodeDistrict IDStudent IDDisplaced Homemaker CodeSgl Parent Preg Teen CodeFillerTransportation CTE Support ServiceE0755E0212E0001E1039E0829E0917C042C088C064C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Column 21-23Column 24169999999111110000000169999999222220000021169999999333330000170Explanation of 169 Student - Career and Technical Program Record Layout Displaced-Homemaker-Code 1 indicates that Ima is a Displaced Homemaker since she is unemployed, is no longer supported by a family member, and continues to care for the family at home. SGL-PARENT-PREG-TEEN-CODE 2 indicates that Jane is a single parent enrolled in a Career and Technical Education course. SGL-PARENT-PREG-TEEN-CODE 7 indicates that Ima is a pregnant teenager enrolled in a Career and Technical Education course. TRANSPORTATION- CTE-SUPPORT-SERVICE 1 indicates that Jane is economically disadvantaged and receives this transportation service so that she can continue her Career and Technical Education curriculum. 170 STUDENT DATA - CAREER AND TECHNICAL EDUCATION (CTE) COURSE Input Record Type CodeDistrict DStudent IDService IDFillerE0755E0212E0001E0724C042C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 26Columns 27 - 80170170 Description The 170 Career and Technical Education Course record identifies the career and technical course(s) in which a student in grades 6-12 is enrolled as of the PEIMS fall snapshot date. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 170 CTE Course records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". SERVICE-ID (E0724) refers to the services supplied by staff. The SERVICE-ID on the 170 Career and Technical Education Course record must be one of the codes listed in PEIMS Code Table C022 with a value of M (Middle School) or H (High School) in the CTE Course column. Reporting Requirements A separate 170 Career and Technical Education Course record must be reported for every career and technical education course in which a student is enrolled in grades 6-12 on the PEIMS fall snapshot date. If a course taught in your district is described by one of the course numbers and names shown in C022 as appropriate for the 170 Student - Career and Technical Course record it should be reported, even if no contact hours are allowed. All state-approved CTE courses must be reported on the 170 Career and Technical Education Course record, even though some courses may not be eligible for weighted state career and technical funding. For each unique STUDENT-ID reported on a 170 Career and Technical Education Course record, there must be a 101 Student - Demographic record with a matching STUDENT-ID where CAREER-AND-TECHNICAL-ED-IND-CD is not 0. For each unique STUDENT-ID reported on a 170 Career and Technical Education Course record, there must be a 169 Career and Technical Education Program record with a matching STUDENT-ID. For each 170 Career and Technical Education Course record, there must be a 110 Student Enrollment record with a matching STUDENT-ID. Special Reporting Requirements The 170 Career and Technical Education Course record must be reported for students enrolled at Texas School for the Deaf, Texas School for the Blind and Visually Impaired, and Texas Juvenile Justice Department (formerly Texas Youth Commission) who participate in the career and technical education program. Example Jake Student is enrolled in two Career and Technical Education courses; Individual and Family Life and Communication Graphics. The information on these two courses would be reported as follows. Input Record Type CodeDistrict IDStudent IDService IDFillerE0755E0212E0001E0724C042C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19 - 26Columns 27 - 801709999998880000891220221017099999988800008912362640Explanation of 170 Student - Career and Technical Course Record Layout SERVICE-ID 12202210 indicates that Jake is enrolled in Individual and Family Life. SERVICE-ID 12362640 indicates that Jake is enrolled in Communication Graphics. 203 SCHOOL LEAVER DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus IDLeaver Reason CodeFillerDate of GraduationGraduation Type CodeFillerLocal Student IDFillerE0755E0212E0001E0266E1001E0791E0806E0923C042C162C062Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Columns 30 - 33Columns 34 - 39Columns 40 - 41Columns 42 - 45Columns 46 - 54Columns 55 - 80203203 Description The 203 Student Leaver Data record identifies students who were enrolled at some point during the prior school year and did not graduate, earn a GED by August 31, or return to school enrollment by the last Friday in September. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 203 Student Leaver records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENTID (E0001) is the student's Social Security number or a state-approved alternate identification number. When available, the student's Social Security number should be used. If this number is not available, follow the instructions in Section 2 for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID (E0266) indicates the unique campus identification number registered with the ˿Ƶ. It is the linking of DISTRICT-ID with the campus identification number. An instructional campus: 1) has an assigned administrator, 2) has enrolled students who are counted for average daily attendance, 3) has assigned instructional staff, 4) receives federal and/or state and/or local funds as its primary support, 5) provides instruction in the Texas Essential Knowledge and Skills (TEKS), 6) has one or more grade groups in the range from early education through grade 12, and 7) is not a program for students enrolled in another public school. An alternative instructional unit: 1) is an instructional site, center, program, or arrangement that is not governed by an individual campus organization, and 2) does not meet the above standard definition of an instructional campus. Submit the previous year's CAMPUS-ID even if the campus is closed in the current year. LEAVER-REASON-CODE (E1001) indicates the reason a prior year grade 7-12 student has not enrolled in the district during the current school year. LEAVER-REASON-CODE is footnoted to indicate codes that exclude students from being counted as dropouts in the state accountability system. DATE-OF-GRADUATION (E0791) indicates the month and year that the student graduated from high school. GRADUATION-TYPE-CODE (E0806) indicates the type of plan under which the student graduated. Graduation Type Codes Decision Charts The following three GRADUATION-TYPE-CODE charts differentiate the requirements for coding general education and special education students. GRADUATION-TYPE-CODE Chart 1 applies to all students who completed the curriculum and credit requirements for graduation, including satisfactory performance on the exit-level assessment. GRADUATION-TYPE-CODE Chart 2 applies only to students who received special education services, completed the curriculum and credit requirements for graduation, and participated in the statewide assessment instrument identified in the IEP. GRADUATION-TYPE-CODE Chart 3 applies only to students who received special education services who completed credit requirements for graduation, but whose curriculum content was modified or substituted. PLEASE NOTE: The content of the curriculum determines the graduation type and drives the applicable coding. GRADUATION-TYPE-CODE Chart 1 Coding of Students Who Meet All Graduation Requirements under TAC Chapter 74 (Includes Students Graduating Under TAC 89.1070 (b)(1)) Year Entering Grade 9 Curriculum Requirements in Effect During School YearMinimum, Recommended, Distinguished High School ProgramGraduation Codes2001-2002, 2002-2003, 2003-2004TAC 74.42 TAC 89.1070 (b) (1)MinimumGeneral Education and Special Education21TAC 74.43 TAC 89.1070 (b) (1)RecommendedGeneral Education and Special Education22TAC 74.44 TAC 89.1070 (b) (1)DistinguishedGeneral Education and Special Education232004-2005, 2005-2006, 2006-2007TAC 74.52 TAC 89.1070 (b) (1)MinimumGeneral Education and Special Education24TAC 74.53 TAC 89.1070 (b) (1)RecommendedGeneral Education and Special Education25TAC 74.54 TAC 89.1070 (b) (1)DistinguishedGeneral Education and Special Education262007-2008 and thereafterTAC 74.62 TAC 89.1070 (b) (1)MinimumGeneral Education and Special Education27TAC 74.63 TAC 89.1070 (b) (1)RecommendedGeneral Education and Special Education28TAC 74.64 TAC 89.1070 (b) (1).0DistinguishedGeneral Education and Special Education29 This chart applies to all students in general education and to students receiving special education services graduating under TAC 89.1070 (b)(1) (or earlier similar rules) for whom the required curriculum content was not modified or substituted. If content was modified or substituted, refer to Chart 3. (Instructional accommodations determined by a Section 504 committee or Admission Review and Dismissal (ARD) committee that do not result in curriculum content modifications, are permitted in each scenario above.) Any student, including students receiving special education services, who has satisfactorily completed the states or districts (whichever is greater) curriculum and credit requirements for graduation under the minimum, recommended, or distinguished program, including satisfactory performance on the exit level assessment, may graduate and be awarded a standard high school diploma. The codes in this chart apply to students graduating under the minimum, recommended, or distinguished graduation programs, including students receiving special education who graduate according to TAC 89.1070 (b)(1) (and earlier similar rules). See Charts 2 and 3 for students receiving special education services graduating under TAC 89.1070 (b)(2), TAC 89.1070(c) or TAC 89.1070(d). Students receiving special education services for whom the curriculum content was not modified, and who meet the minimal requirements of the recommended, or distinguished program, may have that achievement recognized on the Academic Achievement Record. Instructional accommodations that do not alter curriculum content are allowed under these plans. Instructional accommodations for students with disabilities that do not result in curricular content modifications do not impact graduation requirements. Examples of accommodations that do not impact the graduation plan include one-on-one instruction, small group instruction, multi-sensory approaches, extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, Braille, books on tape, screen readers, interpreter, word processor, oral testing, un-timed testing, extended time to complete assignments, shortened tests, alternative evaluation strategies (draw a diagram, develop a model, perform the answer), etc. GRADUATION-TYPE-CODE Chart 2 Coding of Students Who Meet the Graduation Requirements under TAC 89.1070(b)(2) (For Students who meet the Curriculum and Credit Requirements under TEC Chapter 74 and are participated in the statewide assessment instrument identified in the IEP) Year Entering Grade 9 Curriculum Requirements in Effect During School YearMinimum, Recommended, Distinguished High School Graduation ProgramGraduation Codes to Use Only for Students Who Received Special Education Services1998 1999 and thereafterTAC 74.11, 42, 52 TAC 89.1070 (b) (2)Minimum High School Program Completion of the minimum curriculum and credit requirements for the Minimum high school graduation program applicable to students in general education and participated in the statewide assessment instrument identified in the IEP.General EducationNot applicableSpecial Education18TAC 74.12, 43, 53 TAC 89.1070 (b) (2)Recommended High School Program Completion of the minimum curriculum and credit requirements for the Recommended high school graduation program applicable to students in general education and participated in the statewide assessment instrument identified in the IEPGeneral EducationNot applicableSpecial Education19TAC 74.13, 44, 54 TAC 89.1070 (b) (2)Distinguished High School Program Completion of the minimum curriculum and credit requirements for the Distinguished Achievement high school graduation program applicable to students in general education and participated in the statewide assessment instrument identified in the IEPGeneral EducationNot applicableSpecial Education20 This chart applies to students receiving special education services graduating under TAC 89.1070 (b)(2) (or earlier similar rules) for whom the required curriculum content was not modified or substituted AND the student participated in the statewide assessment instrument identified in the IEP. If content was modified or substituted, refer to Chart #3. (Instructional accommodations determined by a Section 504 committee or Admission Review and Dismissal (ARD) committee that do not result in curriculum content modifications, are permitted in each scenario above.) Any student, including students receiving special education services, who has satisfactorily completed the states or districts (whichever is greater) curriculum and credit requirements for graduation under the minimum, recommended, or distinguished program, and participated in the statewide assessment instrument identified in the IEP, may graduate and be awarded a standard high school diploma. Students receiving special education services for whom the curriculum content was not modified, and who meet the minimal requirements of the recommended, or distinguished program, may have that achievement recognized on the Academic Achievement Record, even if they were previously exempted from the exit level assessment instrument under TEC 39.027(a)(2)(B). Instructional accommodations that do not alter curriculum content are allowed under these plans. Instructional accommodations for students with disabilities that do not result in curricular content modifications do not impact graduation requirements. Examples of accommodations that do not impact the graduation plan include one-on-one instruction, small group instruction, multi-sensory approaches, extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, Braille, books on tape, screen readers, interpreter, word processor, oral testing, un-timed testing, extended time to complete assignments, shortened tests, alternative evaluation strategies (draw a diagram, develop a model, perform the answer), etc. GRADUATION-TYPE-CODE Chart 3 Coding of Students Who Meet the Graduation Requirements under TAC 89.1070(c) and 89.1070(d) (For Students with Curriculum Modifications According to an IEP) Year Entering Grade 9 Curriculum Requirements in Effect During Any School YearMinimum High School ProgramGraduation Codes to Use Only for Students Who Received Special Education ServicesTAC 89.1070(b)(3)(A)Completion of minimum credit requirements of students without disabilities, the IEP, and full-time employment with sufficient self-help skills to maintain employment without public school services.General EducationNot applicableSpecial Education04TAC 89.1070(b)(3)(B)Completion of minimum credit requirements of students without disabilities, the IEP, and demonstrated mastery of specific employability and self-help skills.General EducationNot applicableSpecial Education05TAC 89.1070(b)(3)(C)Completion of minimum credit requirements of students without disabilities, the IEP, and access to services, employment, or education outside of public education.General EducationNot applicableSpecial Education06TAC 89.1070(b)(4)Completion of IEP and reached age 22.General EducationNot applicableSpecial Education07This chart applies only to students receiving special education services graduating under TAC 89.1070(b)(3)(A-C) or TAC 89.1070(b)(4) for whom the required curriculum content was modified or substituted and documented in the students IEP. If content was not modified or substituted, refer to charts 1 or 2. (Instructional accommodations determined by a Section 504 committee or Admission Review and Dismissal (ARD) committee that do not result in curriculum content modifications, are permitted in each scenario above.) The minimum graduation high school program is the only graduation option for a student graduating under TAC 89.1070(b)(3)(A-C) or TAC 89.1070(b)(4). Students receiving special education services, who meet the requirements under TAC 89.1070(b)(3)(A-C) or TAC 89.1070(b)(4) may graduate and be awarded a standard high school diploma. Instructional accommodations for students with disabilities that do not result in curricular content modifications do not impact graduation requirements. Examples of accommodations that do not impact the graduation plan include one-on-one instruction, small group instruction, multi-sensory approaches, extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, Braille, books on tape, screen readers, interpreter, word processor, oral testing, un-timed testing, extended time to complete assignments, shortened tests, alternative evaluation strategies ( draw a diagram, develop a model, perform the answer), etc. LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the district. LOCAL-STUDENT-ID is optional. Reporting Requirements There must be a 101 Student - Demographic record with a matching STUDENT-ID where GRADE-LEVEL-CODE is 07-12. The value of STUDENT-ID on this record must match the value of STUDENT-ID on some 100 Student - Identification record. School districts report data on all students they served in grades 7-12 during the prior school year. A student is reported through a 100 and 101 Student - Demographic record; a 100, 101, and 110 Student - Enrollment record; a 100, 101, 203 Student - School Leaver record; or a 100, 101, 110, and 203 Student - School Leaver record. 203 Student - School Leaver record reporting includes all dropouts, graduates, and other school leavers identified during the previous school year. Students in special education and other special, ungraded, or state-approved alternative programs are included. Students who enroll in private school or leave for home schooling are reported. Also included are students who fail to re-enroll in the fall. A school leaver who is not enrolled in the district in the school-start window of the current year is reported on a 203 Student - School Leaver record unless the student is identified by TEA as having earned a GED certificate at a Texas examination site by August 31st, students considered school-year movers because they enrolled in other Texas public school districts, or accounted for by other state reconciliation processes. The school-start window extends from the first day of school through the last Friday in September. A 203 Student - School Leaver record is not required for grades 7-12 students who were enrolled during the prior year and are enrolled in the school-start window of the current year. Students in grades EE-6 in the prior school year are never reported on 203 Student - School Leaver records. Students not enrolled on the PEIMS as-of date are reported through a 100 and 101 Student - Demographic record. Students enrolled on the PEIMS as-of date are reported through 100, 101, and 110 Student - Enrollment records. See AS-OF-STATUS-CODE below. AS-OF-STATUS-CODE, when used for PEIMS Submission 1, indicates a students school-start window status and fall as-of date enrollment status for the current year. AS-OF-STATUS-CODEs A, D, and E indicate that the student was enrolled last year but not in the school-start window this year; therefore, a 203 school leaver record is required if the student was in grades 7-12 during the prior year unless the student has been identified by TEA as (1) having earned a GED certificate at a Texas examination site by August 31st, (2) enrolled in another Texas public school district in the school-start window of the next school year, or (3) accounted for by other state reconciliation processes. This includes all students who: graduated; received GEDs outside Texas and are no longer pursuing high school diplomas; enrolled in private schools; withdrew for home schooling; died; dropped out of school; or all other LEAVER-REASON-CODEs. AS-OF-STATUS-CODEs B, D, and F are used by TEA to determine the fall as-of date enrollment for each district. Students coded with Bs may or may not have been enrolled in the district during the prior year. AS-OF-STATUS-CODE C is used to notify TEA that a student has been in the district in the school-start window during the current year, but not on the fall as-of date, so a 203 Student - School Leaver record is not submitted. Students coded with Cs may or may not have been enrolled in the district during the prior year. Districts are required to report students who were not prior year students and were not enrolled on the current year fall as-of date. Students coded with Cs are not counted as enrolled students when TEA publishes enrollment counts by district. Submission of the 100, 101, and 203 Student - School Leaver records is determined by the students enrollment status within the school-start window and on the fall as-of date. The chart below indicates the coding required for students in grades 7-12 based on prior year and current year student enrollment data. References to the code on the 101 Student - Demographic record are for AS-OF-STATUS-CODE. Coding Required for Prior Year and Current Year Student Enrollment Statuses for grades 7-12. Enrolled in the district in grades 7-12 at some point in prior school yearEnrolled in the district in current yearEnrolled in the district in current year within the school-start windowEnrolled in the district in the current year on fall as-of dateAS-OF-STATUS- CODERecord requiredMover or GED received by Aug. 31 of prior school year100101110203NoYesYesYesBYesYesYesNoYesYesNoCYesYesNoYesNoYesFYesYesYesNoYesNoNoGYesYesYesYesYesYesBYesYesYesYesYesYesNoCYesYesYesYesNoYesDYesYesYesYesNoYesYesNoYesDYesYesYesOptionalYesYesYesNoNoEYesYesYesNoYesYesNoNoEYesYesOptionalYesYesNoNoNoAYesYesYesNo Appendix D provides an expanded definition and specific guidelines on acceptable documentation for each of the leaver reason codes listed in code table C162. GRADE-LEVEL-CODE of those students in grade 7-12 who do not return to school within the school-start window the following year are reported using the last grade of enrollment which includes students who completed the prior year grade level. GRADE-LEVEL-CODE is reported on the 101 Student - Demographic record. CAMPUS-ID refers to the identification number of the campus in which the student was last enrolled. If a student completes the eighth grade at a middle school (Grades 6-8), and then fails to return to school at a high school (Grades 9-12) the following fall, he is shown as a school leaver in Grade 8 from the middle school campus. A 100 and 101 Student - Demographic record must be reported along with each 203 Student - School Leaver record. If the district was the absorbing district in a consolidation the prior year, then the district must report the school leaver data for the consolidated district. 203 Student - School Leaver records are reported for all students who graduated during the prior school year, including summer graduates up through August 31st. To graduate, students must satisfy the requirements under 19 TAC, Section 74, Subchapter B. Special education students must satisfy requirements under 19 TAC, Section 89.1070. For GRADUATION-TYPE-CODE, the code represents the program with the most stringent requirements that was completed by the student. Refer to the Texas State Graduation Requirements found on the TEA website at http://www.tea.state.tx.us/curriculum/ugr.html. CAMPUS-ID is the campus where the student was enrolled at the time of graduation. Students who complete a GED program are not reported as graduates. Students who have previously completed all graduation requirements in one school year, but do not pass the exit-level TAAS or TAKS until the next year, are reported as graduates in the year in which the TAAS or TAKS test was passed. Students reported with a LEAVER-REASON-CODE of 01 must also have valid entries for DATE-OF-GRADUATION and GRADUATION-TYPE-CODE. School districts that do not serve all grade levels, such as K-8 districts, will not use the 203 Student - School Leaver record to report students in grade 7 or above who have completed all grades offered in the home district and are transferred to a neighboring K-12 district. These students are considered movers. Special Reporting Requirements Students who are movers, moving to or from the Texas School for the Deaf (TSD), Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) should be treated as any other student moving between LEAs and are not automatically reported with a 203 Leaver record. Students who leave Texas School for the Deaf (TSD), Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) and do not graduate or continue enrollment in another school setting either in or out of Texas should be reported with a 203 Leaver record with the appropriate LEAVER-REASON-CODE. Example #1 Learning ISD has identified 2 students as school leavers during the previous school year. One of these students, who was 20 years old, was enrolled at Batesville High School (campus 021) and dropped out during the previous year regular school term in order to pursue a job. The other student failed to return to school in the fall after completing the prior school year at Blossom High School (campus 030). Learning ISD does not have documented proof of enrollment elsewhere. Learning ISD reports school leaver information in the following manner. Input Record Type CodeDistrict IDStudent IDCampus IDLeaver Reason CodeFillerDate of GraduationGraduation Type CodeFillerLocal Student IDFillerE0755E0212E0001E0266E1001E0791E0806E0923C042C162C062Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Columns 30 - 33Columns 34 - 39Columns 40 - 41Columns 42 - 45Columns 46 - 54Columns 55 - 80203999999S0000456799999902198203999999S0000678999999903098Explanation of 203 Student - School Leaver Record Layout DISTRICT-ID is 999999 for Learning ISD. STUDENT-ID is S00004567 for the first student. CAMPUS-ID 999999021 indicates Batesville High School. LEAVER-REASON-CODE 98 indicates that the students left school for reasons not covered by any other LEAVER-REASON-CODE. DATE-OF-GRADUATION, and GRADUATION-TYPE-CODE are blank because neither of these students graduated. Example #2 The information for two of the graduates from Batesville High School during the previous school year is shown below. Input Record Type CodeDistrict IDStudent IDCampus IDLeaver Reason CodeFillerDate of GraduationGraduation Type CodeFillerLocal Student IDFillerE0755E0212E0001E0266E1001E0791E0806E0923C042C162C062Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Columns 30 - 33Columns 34 - 39Columns 40 - 41Columns 42 - 45Columns 46 54Columns 55 - 8099999900078004599999902101052008212039999990007800459999990210105200822Explanation of 203 Student - School Leaver Record Layout DISTRICT-ID is 999999 for Learning ISD. STUDENT-ID is 000780045 for the first student. CAMPUS-ID 999999021 indicates Batesville High School. LEAVER-REASON-CODE 01 indicates these students graduated. DATE-OF-GRADUATION is May, 2007. GRADUATION-TYPE-CODE 21 indicates graduation under the minimum high school program. GRADUATION-TYPE-CODE 22 indicates graduation under the recommended high school program. 300 COURSE SECTION DATA CAMPUS Input Record Type CodeDistrict IDCampus ID Class ID NumberService IDClass PeriodCourse Sequence CodeNon Campus Based Instruction CodeFillerE0755E0212E0266E1056E0724E1074E0948E1072C042C022C135C182Columns 1 - 3Columns 4 - 9Columns 10-18Columns 19 - 32Columns 33 - 40Columns 41 - 42Column 43Columns 44 - 45Columns 46 - 80300300 Description The 300 Campus - Course Section record is used to capture the complete course offerings for a particular campus. This information is then used for translating the data submitted for staff and student course participation in order to identify the classes enrolled in by students and classes taught by teachers. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 300 Course Section records must match the value for DISTRICT-ID on the LEA 010 District record. CAMPUS-ID (E0266) indicates the unique campus identification number registered with the ˿Ƶ. It is the linking of DISTRICT-ID with the campus identification number. An instructional campus: 1) has an assigned administrator, 2) has enrolled students who are counted for average daily attendance, 3) has assigned instructional staff, 4) receives federal and/or state and/or local funds as its primary support, 5) provides instruction in the Texas Essential Knowledge and Skills (TEKS), 6) has one or more grade groups in the range from early education through grade 12, and 7) is not a program for students enrolled in another public school. An alternative instructional unit: 1) is an instructional site, center, program, or arrangement that is not governed by an individual campus organization, and 2) does not meet the above standard definition of an instructional campus. The last three characters of CAMPUS-ID must be in the range of 001-698. CAMPUS-ID must match CAMPUS-ID on a 020 Campus record. CLASS-ID-NUMBER (E1056) is a number identifying a unique course section that is unique for a particular school year, Campus, and SERVICE-ID. The CLASS-ID-NUMBER may be any 14 character district defined identifier comprised of letters and/or numbers. The CLASS-ID-NUMBER and SERVICE-ID must be unique for a particular course section at the campus level and match an entry on the 300 Course Section record. SERVICE-ID (E0724) refers to the services supplied by staff. For the 300 Course Section record, do not include courses with SERVICE-IDs that begin with SA, SE, SR, SS, 01, 8, or 9. Additionally the SERVICE-IDs for Prekindergarten and Kindergarten that begin with 02 cannot be reported on the 300 Course Section record. This rule is enforced by a fatal edit. SERVICE-ID 02000000, Elementary, Grades 1-6, should be used only when a teacher is serving multi-grade or ungraded student populations, typically in a pullout program. It is not used for those situations where a district assigns a teacher two contiguous grades of students because neither grade has enough students to allow for a single classroom. For elementary school courses, districts have the option of using either the generic elementary SERVICE-IDs (02010000 - Grade 1, 02020000 - Grade 2, 02030000 - Grade 3, 02040000 - Grade 4, 02050000 - Grade 5, 02060000 - Grade 6) for the core curriculum or the subject specific Service IDs in the student and teacher scheduling system(s). However, the district should make the decision to report these elementary Service IDs based upon how the students will be reported on the 415 Course Completion record in the summer submission. A school will not be able to report teachers using one method and students with the other as the data will not pass the fatal edits in the summer submission for the Classroom Link data reporting. CLASS-PERIOD (E1074) is the class period identifier that illustrates the time of the school day that a particular class was offered. The value reported for CLASS-PERIOD may consist of any combination of letters (A Z) and/or numbers (0 9). The value reported for CLASS-PERIOD is useful to school teachers and administrators who review classroom performance data in the Student Assessment Data Portal. COURSE-SEQUENCE-CODE (E0948) indicates which portion of a course that is more than one semester in length is being reported. The COURSE-SEQUENCE-CODE identifies the order in which the course was scheduled in the class scheduling system. NON-CAMPUS-BASED-INSTRUCTION-CODE (E1072) indicates that a course was offered for class credit or student achievement, but 1) was not taught by a school district/charter school employee or a contracted teacher, or 2) was taught by a school district/charter school employee or a contracted teacher at a facility other than the campus where the student is enrolled. NON-CAMPUS-BASED-INSTRUCTION-CODE Reporting Guidelines 01 - College Campus Based Course - College course (usually a dual credit course) is taught either on a college campus or a high school campus by an instructor not employed by the LEA. College courses taught on a high school campus by a LEA teacher with college credentials cannot be coded with NON-CAMPUS-BASED-INSTRUCTION-CODE 01. 02 - Electronic/Internet/Correspondence Based Course Any course that is taught not using an actual teacher (ROLE-ID 087 or 047) in the classroom where the student(s) meet for the class. Examples include internet delivered curriculum, academic instructional software programs, video instruction (live or recorded), online courses, etc 03 - Non-District Teacher Providing Classroom Instruction Services This course is taught by a teacher that is employed by another school district/charter. The classroom could be at any suitable location. Do not use this code for reporting college instructors. 04 Texas Virtual School Network (TxVSN) Online Schools program (Formerly Electronic Course Program (eCP)) This is a full-time virtual program available only to eligible students in grade levels 3 - 12 who are enrolled in an eligible LEA participating in the program. For additional information and rules refer to the Student Attendance Accounting Handbook. In order for a school to receive state funding for students enrolled in the TxVSN online school, all TxVSN Online Schools program course sections offered to students must be reported with this code. 05 - Texas Virtual School Network (TxVSN) Statewide Online Course Catalog This program provides a supplemental statewide online course catalog of high school, advanced placement, and dual credit courses to eligible students in grade levels 9 - 12 who are enrolled in the LEA. For additional information refer to the Student Attendance Accounting Handbook. In order for a school to receive state funding for students enrolled in courses offered through the TxVSN statewide course catalog, all TxVSN Statewide course catalog course sections offered to students must be reported with this code. 06 - Non-Campus Teacher Providing Instruction at Another District Facility These courses are taught in the district at a location that does not have its own campus number. An example of this would be when the CTE program courses are all taught at a central CTE location that is not eligible for its own campus number. These teachers are not associated with any other campus in the LEA. 07 - Juvenile Justice Alternative Education Program (JJAEP) - TEC 37.011 These courses are always taught at a JJAEP that has been established in accordance with TEC 37.011, and are taught by teachers that are hired or are paid for by the JJAEP. 08 - Credit by Exam This code reflects those courses for which a student earned credit through the official credit by exam process. 09 - Out of District DAEP Program This code reflects those courses that a student is assigned to while placed in a DAEP that is physically located in another school district or charter school. While this code is similar to the Non District Teacher code 03, it is limited to those instances of a student attending a DAEP that is physically under the control of another school district or charter school. 10 - Non-District PE Substitution Program (Limited to Service IDs PES00008 - PES00011) The use of this code is limited to those cases where the LEA has authorized a student to earn PE credit by participating in a physical education activity that is not offered by the LEA. These include such things as gymnastic organizations, etc 99 Other - The use of this code is limited to those situations where no other Non Campus Based Instruction code listed above applies and the teacher, if applicable, in the classroom is not employed by or under direct contract to the LEA. The use of Non Campus Based Instruction Code 99 should be rare. Reporting Requirements One 300 Course Section record must be submitted in submission 3 for each reportable unique class (course section) that was offered during the school year. Report all courses offered through a campus regardless of the method of instructional delivery. If a student is being instructed in a particular Service on or through a campus, then the information for that SERVICE-ID should be included on the 300 Course Section record. Each LEA must begin tracking the course sections for reporting purposes as of the PEIMS fall snapshot date and for any course sections that were completed prior to the PEIMS fall snapshot date. For each 300 Campus - Course Section record reported there must be a matching 305 record where CAMPUS-ID, SERVICE-ID, CLASS-ID-NUMBER, and COURSE-SEQUENCE-CODE is the same. This rule checks the data key between the 300 Course Section and the 305 Teacher Class Assignment record and is enforced by a fatal edit. For each 300 Campus - Course Section record where NON-CAMPUS-BASED-INSTRUCTION-CODE is 00, there must be a matching 305 record (DISTRICT-ID, CAMPUS-ID, SERVICE-ID, CLASS-ID-NUMBER, and COURSE-SEQUENCE-CODE, where CLASS-ROLE is 01 (Teacher of Record). This rule ensures that each course section offered at a campus that should have a teacher assigned to it, does indeed have a teacher reported for that section. This rule is enforced by a fatal edit. For each 300 Campus - Course Section record, there must be a matching 415 Student - Course Completion record where CAMPUS-ID-OF-ENROLLMENT matches CAMPUS-ID, and SERVICE-ID, CLASS-ID-NUMBER, and COURSE-SEQUENCE-CODE is the same. This rule ensures that each course section offered at a campus has at least one student assigned to that course section. This rule is enforced by a fatal edit. For students that are placed in or are expelled to a DAEP program, or expelled to a JJAEP, the campus that enrolls the student during these disciplinary removals is responsible for creating the 300 Course Section records that reflect the new course sections to which the student has been assigned while attending a DAEP or a JJAEP. Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) must report the 300 Course Section record. Example #1 The following depicts the course offerings for Texas Elementary School (111-111-101) first and sixth grade courses for the 2010-2011 school year. Texas Elementary has 2 first grade classes and 2 sixth grade classes. 02620010 - Reading, Grade 1 02640010 - Mathematics, Grade 1 02630010 - English Language Arts, Grade 1 02650100 - Science, Grade 1 02660010 - Social Studies, Grade 1 02510004 - Art, Grade 1 02520005 - Music, Grade 1 02530003 - Physical Education, Grades 1-603200510 - English Language Arts and Reading, Grade 6 02640060 - Mathematics, Grade 6 02800000 - English Language Arts, Grade 6 03060600 - Science, Grade 6 02660060 - Social Studies, Grade 6 02510009 - Art, Grade 6 02520010 - Music, Grade 6 02850000 - Physical Education, Departmentalized Grade 6 The courses that are offered by Texas Elementary would be reported as follows: Input Record Type CodeDistrict IDCampus IDClass ID NumberService IDClass PeriodCourse Sequence CodeNon Campus Based Instruction CodeFillerE0755E0212E0782E1056E0724E1074E0948E1072C042C022C135C182Columns 1 - 3Columns 4 - 9Columns 10-18Columns 19 32Columns 33 - 40Columns 41 - 42Column 43Columns 44 45Columns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xplanation of 300 Campus - Course Section Record Layout CLASS-ID NUMBERs 00000000000001 00000000000032 indicate the unique numbers assigned to each course that is offered to the students on the campus. CLASS-PERIODs 01 08 indicate the point in time on the class schedule that a course was offered to the students on the campus. COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. NON-CAMPUS-BASED-INSTRUCTION-CODE 00 indicates that the course was taught at the school district campus by school district employed or contracted teachers. Example #2 The following depicts the course offerings for Plain Elementary School (222-111-102) for the 2010-2011 school year. Plain Elementary school has 2 classes of each grade level, but offers combined grade level PE classes throughout the day. 02010000 - Grade 1 02020000 - Grade 2 02030000 - Grade 3 02040000 - Grade 4 02050000 - Grade 5 02060000 - Grade 6 02520005 - Music, Grade 1 02520006 - Music, Grade 2 02520007 - Music, Grade 3 02520008 - Music, Grade 4 02520009 - Music, Grade 5 02520010 - Music, Grade 6 02530003 - Physical Education, Grades 1-6 The courses that are offered by Plain Elementary School would be reported as follows: Input Record Type CodeDistrict IDCampus IDClass ID NumberService IDClass PeriodCourse Sequence CodeNon Campus Based Instruction CodeFillerE0755E0212E0782E1056E0724E1074E0948E1072C042C022C135C182Columns 1 - 3Columns 4 - 9Columns 10-18Columns 19 - 32Columns 33 - 40Columns 41 - 42Column 43Columns 44 45Columns 46 - 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 of 300 Campus - Course Section Record Layout CLASS-ID NUMBERs 00000000000001 00000000000018 indicates the unique numbers assigned to each course that is offered to the students on the campus. CLASS-PERIODs 01 06 indicate the point in time on the class schedule that a course was offered to the students on the campus. COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. NON-CAMPUS-BASED-INSTRUCTION-CODE 00 indicates that the course was taught at the school district campus by school district employed or contracted teachers. Example #3 The following depicts the course offerings for Texas Middle School (111-111-041) seventh grade for the 2010-2011 school year. Texas Middle School has 2 seventh grade classes. 03200520 - English Language Arts and Reading, Grade 7 03103000 - Mathematics, Grade 7 (1 Unit) 03060700 - Science, Grade 7 03343000 - Social Studies, Grade 7 03823000 - Physical Education, Grades 7-8 (1/2-2 Units) 03154101 - Music/Band, Grade 7 03253001 - Theatre, Grade 7 03503001 - Art, Grade 7 The courses that are offered by Texas Middle School would be reported as follows: Input Record Type CodeDistrict IDCampus IDClass ID NumberService IDClass PeriodCourse Sequence CodeNon Campus Based Instruction CodeFillerE0755E0212E0782E1056E0724E1074E0948E1072C042C022C135C182Columns 1 - 3Columns 4 - 9Columns 10-18Columns 19 - 32Columns 33 - 40Columns 41 - 42Column 43Columns 44 45Columns 46 - 80300111111111111041000000000000010320052001A00300111111111111041000000000000020320052001A00300111111111111041000000000000030310300002A00300111111111111041000000000000040310300002A00300111111111111041000000000000050306070003A00300111111111111041000000000000060306070003A00300111111111111041000000000000070334300004A00300111111111111041000000000000080334300004A00300111111111111041000000000000090382300005A00300111111111111041000000000000100382300005A003001111111111110410000000000001103154101 06A003001111111111110410000000000001203154101 06A00300111111111111041000000000000130325300107A00300111111111111041000000000000140325300107A003001111111111110410000000000001503503001 08A003001111111111110410000000000001603503001 08A00Explanation of 300 Campus - Course Section Record Layout CLASS-ID NUMBERs 00000000000001 00000000000016 indicate the unique numbers assigned to each course that is offered to the students on the campus. CLASS-PERIODs 01 08 indicate the point in time on the class schedule that a course was offered to the students on the campus. COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. NON-CAMPUS-BASED-INSTRUCTION-CODE 00 indicates that the course was taught at the school district campus by school district employed or contracted teachers. Example #4 The following depicts the course offerings for Texas High School (111-111-001) ninth grade for the fall and spring semester of the 2010-2011 school year. Additionally, Texas high School offers to its ninth grade students an internet based course for Health Education (03810100). Texas High School has two sections of each ninth grade core curriculum courses offered and one section of the other courses. 03220100 - English I (1 Unit) (ENG 1) 03100500 - Algebra I (1 Unit) (ALG 1) 03010200 - Biology (1 Unit) (BIO) 03320100 - World Geography Studies (1 Unit) (W GEO) 03820101 - Physical Education IA (1/2 Unit)-Foundations Of Personal Fitness (PE 1A) 03440100 - Languages Other Than English Level I (1 Unit) - Spanish (SPAN 1) 03150100 - Music I Band (1 Unit) (MUS1BAND) 03150500 - Music I Orchestra (1 Unit) (MUS1ORCH) 03150900 - Music I Choir (1 Unit) (MUS1CHOR) 03151300 - Music I Jazz Band (1 Unit) (MUS1JZBN) 03500100 - Art I (1 Unit) (ART 1) 03830100 - Dance I (1 Unit) (DANCE 1) 03810100 - Health Education (1/2 Unit) (HLTH ED) (Internet based instruction) The courses that are offered by Texas High School would be reported as follows: Input Record Type CodeDistrict IDCampus IDClass ID NumberService IDClass PeriodCourse Sequence CodeNon Campus Based Instruction CodeFillerE0755E0212E0782E1056E0724E1074E0948E1072C042C022C135C182Columns 1 - 3Columns 4 - 9Columns 10-18Columns 19 - 32Columns 33 - 40Columns 41 - 42Column 43Columns 44 45Columns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xplanation of 300 Campus - Course Section Record Layout CLASS-ID NUMBERs 00000000000001 00000000000016 indicate the unique numbers assigned to each course that is offered to the students on the campus during the fall semester. CLASS-ID NUMBERs 00000000000017 00000000000032 indicate the unique numbers assigned to each course that is offered to the students on the campus during the fall semester. CLASS-PERIODs 01 07 indicate the point in time on the class schedule that a course was offered to the students on the campus. COURSE-SEQUENCE-CODE 0 indicates that the course is a one semester course. COURSE-SEQUENCE-CODE 1 indicates that the course is the first part of a two part course. COURSE-SEQUENCE-CODE 2 indicates that the course is the second part of a two part course. NON-CAMPUS-BASED-INSTRUCTION-CODE 00 indicates that the course was based in the school district campus and taught by school district employed or contracted teachers. NON-CAMPUS-BASED-INSTRUCTION-CODE 02 indicates that the course was taught as an Electronic or Internet Based Course. 305 STAFF DATA TEACHER CLASS ASSIGNMENT Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberCourse Sequence CodeE0755E0212E0505E0266E0721E0724E1056E0948C042C021C022C135Columns 1 - 3Columns 4 - 9Columns 10 18Columns 19 - 27Column 28 - 30Column 31 - 38Columns 39 - 52Column 53305305 Population Served CodeClass RoleAssignment Begin DateAssignment End DateFillerE0747E1067E1065E1066C030C180Columns 54- 55Columns 56 - 57Columns 58 - 65Columns 66 - 73Column 74 - 80 Description The 305 record is used to capture the classroom assignments for classroom teachers only (Role IDs 087 and 047 only). This information is also used to link back to the 300 Course Section record in order to identify the classroom information associated with a teachers respective class assignments. This information is collected in Submission 3 only. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 101 Student Demographic records must match the value for DISTRICT-ID on the LEA 010 District record. DISTRICT-ID on the 305 Teacher Class Assignment records must match the value for DISTRICT-ID on the LEA 010 District record. STAFF-ID (E0505) is the person's Social Security number. CAMPUS-ID (E0266) indicates the unique campus identification number registered with the ˿Ƶ. It is the linking of DISTRICT-ID with the campus identification number. An instructional campus: 1) has an assigned administrator, 2) has enrolled students who are counted for average daily attendance, 3) has assigned instructional staff, 4) receives federal and/or state and/or local funds as its primary support, 5) provides instruction in the Texas Essential Knowledge and Skills (TEKS), 6) has one or more grade groups in the range from early education through grade 12, and 7) is not a program for students enrolled in another public school. An alternative instructional unit: 1) is an instructional site, center, program, or arrangement that is not governed by an individual campus organization, and 2) does not meet the above standard definition of an instructional campus. The last three characters of CAMPUS-ID must be in the range of 001-698. CAMPUS-ID must match CAMPUS-ID on a 020 Campus record. ROLE-ID (E0721) identifies the capacity in which a person serves. Examples of roles are teacher, art therapist, and superintendent. For the 305 Teacher Class Assignment record, the only staff reported are those with ROLE-IDs 087 and 047. All other roles are not reported on this record. Do not report any staff roles other than 047- Teacher or 047 Substitute Teacher. Do not report the substitute teachers as assigned to a particular course section unless the substitute teacher has replaced a teacher who died, resigned, or was terminated. SERVICE-ID (E0724) refers to the services supplied by staff. For the 305 Teacher Class Assignment record, do not include courses with SERVICE-IDs that begin with SA, SE, SR, SS, 01, 8, or 9. Additionally the SERVICE-IDs for Prekindergarten and Kindergarten that begin with 02 cannot be reported on the 305 Teacher Class Assignment record. This rule is enforced by a fatal edit. SERVICE-ID 02000000, Elementary, Grades 1-6, should be used only when a teacher is serving multi-grade or ungraded student populations, typically in a pullout program. It is not used for those situations where a district assigns a teacher two contiguous grades of students because neither grade has enough students to allow for a single classroom. For elementary school courses, districts have the option of using either the generic elementary SERVICE-IDs (02010000 - Grade 1, 02020000 - Grade 2, 02030000 - Grade 3, 02040000 - Grade 4, 02050000 - Grade 5, 02060000 - Grade 6) for the core curriculum or the subject specific Service IDs in the student and teacher scheduling system(s). However, the district should make the decision to report these elementary Service IDs based upon how the students will be reported on the 415 Course Completion record in the summer submission. A school will not be able to report teachers using one method and students with the other as the data will not pass the fatal edits in the summer submission for the Classroom Link data reporting. CLASS-ID-NUMBER (E1055) identifies the type of class providing instruction to students in particular class settings. The CLASS-ID-NUMBER and SERVICE-ID reported on the 305 Teacher Class Assignment record must be unique for a particular course section at the campus level and must match an entry on the 300 Course Section record. (CAMPUS-ID, SERVICE-ID, CLASS-ID-NUMBER, and COURSE-SEQUENCE-CODE) CLASS-ID-NUMBER must be unique such that when one or more teachers are assigned to a particular course section, the teachers can be linked to a particular 300 Course Section record through the 305 Teacher Assignment Records. Additionally, the uniqueness of the CLASS-ID-NUMBER will allow the students reported on the 415 Course Completion Record to be linked to the particular 300 Course Section record. The union of these three data records creates the classroom link. COURSE-SEQUENCE-CODE (E0948) indicates which portion of a course that is more than one semester in length is being reported. The COURSE-SEQUENCE-CODE identifies the order in which the course was scheduled in the class scheduling system. POPULATION-SERVED-CODE (E0747) identifies the student population for which a service has been designed or is intended. It does not necessarily identify the program eligibility of the students who receive the service. The POPULATION-SERVED-CODE is determined for the population which the service (class) was designed, not by the student population(s) that receives the service. If two or more populations are being served in the same course section, only one POPULATION-SERVED-CODE can be reported for that course section. If the POPULATION-SERVED-CODE intent cannot be determined, report POPULATION-SERVED-CODE 01, regular students. CLASS-ROLE (E1067) identifies the role served by a teacher for a class. CLASS-ROLE identifies the role served by a teacher(s) in a class. The teacher(s) reported for each course section are a Teacher of Record, Assistant Teacher, or a Support Teacher. -A Teacher of Record is almost always in the classroom of a particular course section delivering the class curriculum delivery to students, and determining the final outcome for each student in the class. -An Assistant Teacher is almost always in the classroom of a particular course section and assist the Teacher of Record in the delivery of the class curriculum to the students. This teacher may work with the students as a whole or in part as directed by the Teacher of Record. -A Support Teacher is occasionally in the classroom assisting the Teacher of Record with the delivery of specialized instruction related to that course section for all or part of the class as directed by the Teacher of Record. Each course section must be reported with at least one Teacher of Record. This rule is enforced by a fatal edit. If the Teacher of Record changes during the duration of the course section, then the Teacher of Record will be shown with an ending date and the new Teacher of Record will be shown in the same course section with a starting date after the former Teacher of Record ended their service for the course section. ASSIGNMENT-BEGIN-DATE (E1065) identifies the date a teacher was assigned, or reassigned, to a particular course section in the current school year. If more than one teacher is assigned to a course section during the duration of a course section, then there must be a 305 Teacher Class Assignment record for each teacher that was assigned to the course section. If a particular teacher is assigned to a course section, leaves that course section assignment, and then at a later date is reassigned to that course section (returns to that class at a later date), then there must be a 305 Teacher Class Assignment record for each of these teacher ASSIGNMENT-BEGIN-DATEs. ASSIGNMENT-END-DATE (E1066) identifies the last date a teacher was assigned, or reassigned to a particular course section in the current school year. If after being assigned to a particular course section a teacher leaves that course section, then there must be a 305 Teacher Class Assignment record reflecting both the ASSIGNMENT-BEGIN-DATE and the Teacher Class Assignment for that particular teachers segment of service to that course section. If a particular teacher is assigned to a course section, leaves that course section assignment more than once, then there must be a 305 Teacher Class Assignment record for each of these teacher ASSIGNMENT-BEGIN-DATE and ASSIGNMENT-BEGIN-DATEs. The teacher(s) that are assigned to a particular course section on the last date the course section meets must be reported on their 305 Teacher Class Assignment record(s) with an ASSIGNMENT-BEGIN-DATE that reflects the last date the class met. Reporting Requirements At least one 305 Teacher Class Assignment record must be submitted in submission 3 for each reportable unique class (course section) that was offered during the school year. Report all courses offered through a campus regardless of the method of instructional delivery. If a student is being instructed in a particular service on or through a campus by a teacher employed or contracted for by the LEA, then the information for that SERVICE-ID should be reported on a 305 Teacher Class Assignment record. Each LEA must begin tracking the course sections for reporting purposes as of the PEIMS fall snapshot date and for any course sections that were completed prior to the PEIMS fall snapshot date. For each 305 Teacher Class Assignment record, there must be a matching 300 Course Section record with a matching CAMPUS-ID, SERVICE-ID, CLASS-ID-NUMBER, and COURSE-SEQUENCE-CODE. For a particular STAFF-ID on a 305 Teacher Class Assignment record, there must be a matching STAFF-ID on some 040 Staff Identification, 043 Staff Demographic, and 050 Staff Employment record. LEAs are required to report all teachers (Teachers of Record, Assistant Teachers, and Support Teachers) that provide instructional services for a particular class, excluding the Service IDs that are not reportable. For example, if a teacher rotates through each of the third grade classes providing a reading service to the students, then that teacher would have a class role of support teacher and would be assigned to and reported with each class (course section) that they provide the instructional reading service. LEAs are required to report the actual ASSIGNMENT-BEGIN-DATEs and the ASSIGNMENT-END-DATEs for all teachers (Teachers of Record, Assistant Teachers, and Support Teachers) associated with a particular class (course section). For example, if a particular section of Algebra I had two different Teachers of Record before the class ended, then the actual ASSIGNMENT-BEGIN-DATEs and ASSIGNMENT-END-DATEs for each teachers service would be reported on their respective 305 records. For teaching staff that are assigned to an in-district DAEP program (not a DAEP campus), the 305 Teacher Assignment records should identify the teachers serving as either a teacher of record, assistant teacher, or support teacher. If the teaching staff in charge of the DAEP classrooms are merely serving as a facilitator for the home campus teacher(s) of record of the students that are assigned to the DAEP, then the DAEP facilitators should not be reported with a 305 Teacher Class Assignment record. In this scenario, the home campus teacher(s) of record will be reported with a 305 Teacher Class Assignment record for the students assigned to the DAEP program. This will likely mean that the students assigned to a DAEP program in this situation will remain assigned to their course sections at the campus where they are still enrolled. Determining the teacher of record for students assigned to a DAEP program is based on the definition of teacher of record (CLASS-ROLE 01) from PEIMS code table C180. For homebound teachers serving homebound students on a short-term basis (less than a full grading period/semester), the homebound students served should remain assigned to the course section (teacher of record) they were assigned prior to moving into the homebound setting. For homebound teachers serving homebound students on a long-term basis (full grading periods/semesters/school year), the LEA should determine the teacher of record based on the definition of teacher of record (CLASS-ROLE 01) from PEIMS code table C180. Special Reporting Requirements If a LEA school offers a Non-Campus Based Instruction career and technical education opportunity for its students, and the LEA is required to report a Teacher of Record per requirements documented in the Student Attendance Accounting Handbook, then the LEA must enter into either a contractual relationship or develop a memorandum of understanding with the entity providing the educational instruction to obtain the minimum staff identification and demographic information required on the 040 Staff Identification, 043 Staff Demographic, and 050 Staff Employment PEIMS records. Failure to obtain and report this required staff information may result in a loss of state funding in the event of an audit. Despite any PEIMS reporting allowances offered for Non-Campus Based Instructional education situations, a LEA must follow the reporting requirements documented in the Student Attendance Accounting Handbook to ensure eligibility for specific special program funding. Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) must report the 300 Course Section record. Example #1 The following depicts the course offerings for Texas Elementary School (111-111-101) first grade courses for the 2010-2011 school year. Texas Elementary has 2 first grade teachers that teach all of the core subjects for the two first grade classes. 02620010 - Reading, Grade 1 02640010 - Mathematics, Grade 1 02630010 - English Language Arts, Grade 1 02650100 - Science, Grade 1 02660010 - Social Studies, Grade 102510004 - Art, Grade 1 02520005 - Music, Grade 1 02530003 - Physical Education, Grades 1-6  The courses that are taught by the first grade teachers would be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberCourse Sequence CodeE0755E0212E0505E0266E0721E0724E1056E0948C042C021C022C135Columns 1 - 3Columns 4 - 9Columns 10 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52Column 533051111110001234561111111010870262001000000000000001A3051111110001234561111111010870264001000000000000003A3051111110001234561111111010870263001000000000000005A3051111110001234561111111010870265010000000000000007A3051111110001234561111111010870266001000000000000009A3051111110002345671111111010870262001000000000000002A3051111110002345671111111010870264001000000000000004A3051111110002345671111111010870263001000000000000006A3051111110002345671111111010870265010000000000000008A3051111110002345671111111010870266001000000000000010A3051111110003456781111111010870251000400000000000011A3051111110003456781111111010870252000500000000000012A3051111110003456781111111010870253000300000000000013A Population Served CodeClass RoleAssignment Begin DateAssignment End DateFillerE0747E1067E1065E1066C030C180Columns 54- 55Columns 56 - 57Columns 58 - 65Columns 66 - 73Column 74 - 8001010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011Explanation of 305 Record Layout ROLE-ID 087 indicates that this staff person is a teacher. CLASS-ID NUMBERs 00000000000001 00000000000013 indicates the unique numbers assigned to each class that is offered to the students on the campus. COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. ASSIGNMENT-END-DATE 06032011 indicates that the teacher ended the course on June 3, 2011. Example #2 The following depicts the course offerings for Plain Elementary School (222-111-102) for the 2010-2011 school year. Plain Elementary school has 2 teachers for each grade level, and each grade level has two classes. A single teacher provides the P.E. services and combines grade level PE classes throughout the day. Also a single teacher provides the Music services and combines the grade levels together for this class. 02010000 - Grade 1 02020000 - Grade 2 02030000 - Grade 3 02040000 - Grade 4 02050000 - Grade 5 02060000 - Grade 6 02520005 - Music, Grade 1 02520006 - Music, Grade 2 02520007 - Music, Grade 3 02520008 - Music, Grade 4 02520009 - Music, Grade 5 02520010 - Music, Grade 6 02530003 - Physical Education, Grades 1-6 The courses that are taught by the Plain Elementary School teachers would be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberCourse Sequence CodeE0755E0212E0505E0266E0721E0724E1056E0948C042C021C022C135Columns 1 - 3Columns 4 - 9Columns 10 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52Column 533051111110001234561111111020870201000000000000000001A3051111111230045671111111020870201000000000000000002A3051111110002345671111111020870202000000000000000003A3051111112340056781111111020870202000000000000000004A3051111110003456781111111020870203000000000000000005A3051111113450067891111111020870203000000000000000006A3051111110004567891111111020870204000000000000000007A3051111114560078901111111020870204000000000000000008A3051111110005678901111111020870205000000000000000009A3051111115670089011111111020870205000000000000000010A3051111110006789011111111020870206000000000000000011A3051111116780090121111111020870206000000000000000012A3051111111234500001111111020870252000500000000000013A3051111111234500001111111020870252000600000000000014A3051111111234500001111111020870252000700000000000015A3051111111234500001111111020870252000800000000000016A3051111111234500001111111020870252000900000000000017A3051111111234500001111111020870252001000000000000018A3051111112345600001111111020870253000300000000000019A3051111112345600001111111020870253000300000000000020A3051111112345600001111111020870253000300000000000021A3051111112345600001111111020870253000300000000000022A3051111112345600001111111020870253000300000000000023A3051111112345600001111111020870253000300000000000024A Population Served CodeClass RoleAssignment Begin DateAssignment End DateE0747E1067E1065E1066C030C180Columns 54- 55Columns 56 - 57Columns 58 - 65Columns 66 - 73010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011Explanation of 305 Record Layout ROLE-ID 087 indicates that this staff person is a teacher. CLASS-ID NUMBERs 00000000000001 00000000000024 indicates the unique numbers assigned to each class that is offered to the students on the campus. COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. ASSIGNMENT-END-DATE 06032011 indicates that the teacher ended the course on June 3, 2011. Example #3 The following depicts the courses taught at Texas Middle School (111-111-041) seventh grade for the 2010-2011 school year. Texas Middle School has two seventh grade teachers and two seventh grade classes for the core subjects, and one teacher for the rest of the courses. . 03200520 - English Language Arts and Reading, Grade 7 03103000 - Mathematics, Grade 7 (1 Unit) 03060700 - Science, Grade 7 03343000 - Social Studies, Grade 7 03823000 - Physical Education, Grades 7-8 (1/2-2 Units) 03154101 - Music/Band, Grade 7 03253001 - Theatre, Grade 7 03503001 - Art, Grade 7  The courses that are offered by Texas Middle School would be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberCourse Sequence CodeE0755E0212E0505E0266E0721E0724E1056E0948C042C021C022C135Columns 1 - 3Columns 4 - 9Columns 10 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52Column 533051111110001234561111110410870320052000000000000001A3051111111230045671111110410870320052000000000000002A3051111110002345671111110410870310300000000000000003A3051111112340056781111110410870310300000000000000004A3051111110003456781111110410870306070000000000000005A3051111113450067891111110410870306070000000000000006A3051111110004567891111110410870334300000000000000007A3051111114560078901111110410870334300000000000000008A3051111110005678901111110410870382300000000000000009A3051111115670089101111110410870315410100000000000010A3051111115670089101111110410870325300100000000000011A3051111115670089101111110410870350300100000000000012A Population Served CodeClass RoleAssignment Begin DateAssignment End DateE0747E1067E1065E1066C030C180Columns 54- 55Columns 56 - 57Columns 58 - 65Columns 66 - 73010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011Explanation of 305 Record Layout ROLE-ID 087 indicates that this staff person is a teacher. CLASS-ID NUMBERs 00000000000001 00000000000012 indicates the unique numbers assigned to each class that is offered to the students on the campus. COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. ASSIGNMENT-END-DATE 06032011 indicates that the teacher ended the course on June 3, 2011. Example #4 The following depicts the courses taught for Texas High School (111-111-001) ninth grade students for the fall and spring semesters of the 2010-2011 school year. Additionally, Texas High School offers to its ninth grade students an internet based course for Health Education (03810100). Texas High School has two teachers for each of the core subjects that are offered for the ninth grade core curriculum courses offered and teacher for each section of the other courses offered. 03220100 - English I (1 Unit) (ENG 1) 03100500 - Algebra I (1 Unit) (ALG 1) 03010200 - Biology (1 Unit) (BIO) 03320100 - World Geography Studies (1 Unit) (W GEO) 03820101 - Physical Education IA (1/2 Unit)-Foundations Of Personal Fitness (PE 1A) 03440100 - Languages Other Than English Level I (1 Unit) - Spanish (SPAN 1) 03150100 - Music I Band (1 Unit) (MUS1BAND) 03150500 - Music I Orchestra (1 Unit) (MUS1ORCH) 03150900 - Music I Choir (1 Unit) (MUS1CHOR) 03151300 - Music I Jazz Band (1 Unit) (MUS1JZBN) 03500100 - Art I (1 Unit) (ART 1) 03830100 - Dance I (1 Unit) (DANCE 1) 03810100 - Health Education (1/2 Unit) (HLTH ED) (Internet based instruction) The courses that are taught for the Texas High School ninth graders would be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberCourse Sequence CodeE0755E0212E0505E0266E0721E0724E1056E0948C042C021C022C135Columns 1 - 3Columns 4 - 9Columns 10 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52Column 53FALLSEMESTER305111111000123456111111001087032201000000000000000113051111111230045671111110010870322010000000000000002130511111100023456711111100108703100500000000000000031305111111234005678111111001087031005000000000000000413051111110003456781111110010870301020000000000000005130511111134500678911111100108703010200000000000000061305111111000456789111111001087033201000000000000000713051111114560078901111110010870332010000000000000008130511111100056789011111100108703820101000000000000091305111111000678901111111001087034401000000000000001013051111110007890121111110010870315010000000000000011130511111100089012311111100108703150500000000000000121305111111000901234111111001087031509000000000000001313051111111110023451111110010870350010000000000000014130511111122200345611111100108703830100000000000000151SPRINGSEMESTER305111111000123456111111001087032201000000000000001723051111111230045671111110010870322010000000000000018230511111100023456711111100108703100500000000000000192305111111234005678111111001087031005000000000000002023051111110003456781111110010870301020000000000000021230511111134500678911111100108703010200000000000000222305111111000456789111111001087033201000000000000002323051111114560078901111110010870332010000000000000024230511111100056789011111100108703820101000000000000252305111111000678901111111001087034401000000000000002623051111110007890121111110010870315010000000000000027230511111100089012311111100108703150500000000000000282305111111000901234111111001087031509000000000000002923051111111110023451111110010870350010000000000000030230511111122200345611111100108703830100000000000000312 Population Served CodeClass RoleAssignment Begin DateAssignment End DateE0747E1067E1065E1066C030C180Columns 54- 55Columns 56 - 57Columns 58 - 65Columns 66 - 73010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011Explanation of 305 Record Layout ROLE-ID 087 indicates that this staff person is a teacher. CLASS-ID NUMBERs 00000000000001 00000000000034 indicates the unique numbers assigned to each course that is offered to the students on the campus. COURSE-SEQUENCE-CODE 0 indicates that the course is a one semester course. COURSE-SEQUENCE-CODE 1 indicates that the course is the first part of a two part course. COURSE-SEQUENCE-CODE 2 indicates that the course is the second part of a two part course. POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. ASSIGNMENT-BEGIN-DATE 01032011 indicates that the teacher began the course on January 3, 2011. ASSIGNMENT-END-DATE 12172010 indicates that the teacher ended the course on December 17, 2010. ASSIGNMENT-END-DATE 06032011 indicates that the teacher ended the course on June 3, 2011. Note: Health Education (03810100) is not reported on the 305 because the course was offered over the internet and was not taught by a teacher. 400 BASIC ATTENDANCE DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 42400400 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeMultiply Disabled Indicator CodeE0937E0938E0939E0940E0034E0923E0041E0882C088C053C088Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 72Column 73 LEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeFillerE0790E1078E1079E1080C061C185C186C186Column 74Columns 75-76Column 77Column 78Columns 79 - 80 Description The 400 Basic Attendance Data Student record identifies the students that are in attendance for the school year that are reported in PEIMS data submission 3. This data record makes up the basic attendance data that must be reported for all students who were in membership at least one school day during the course of the school year. Submission 3 is for all six six-week reporting periods. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 400 Basic Attendance records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates the instructional track for the student. (This data element pertains to the instructional calendar for the student. It does not refer to ability groupings.) Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. A campus can have up to 10 instructional tracks (0-9). Anytime the NUMBER-DAYS-TAUGHT for a particular sixweek reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that sixweek reporting period. It is recommended that the instructional tracks on a campus are numbered beginning with 0, and following in sequence. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding. REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. For the 400 Basic Attendance record, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 1 6. NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT. NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. If a student changes grade levels during the course of the school year, then the GRADE-LEVEL-CODE will reflect each grade level that the student was assigned during the course of the year. If a student changes grade levels during a reporting period, then the student will have a separate 400 BASIC ATTENDANCE DATA record for the days of attendance associated with each grade level in that reporting period. TOTAL-DAYS-ABSENT (E0036) indicates the total number of days the student was absent during a particular reporting period. The sum of TOTAL-DAYS-ABSENT and TOTAL-ELIGIBLE-DAYS-PRESENT is usually not more than 180 for any student. For additional rules concerning the reporting of days absent for a particular student, please refer to the Student Attendance Accounting Handbook. TOTAL-INELIGIBLE-DAYS-PRESENT (E0936) indicates the total number of days the student was present and ineligible for Foundation School Program funding during a particular reporting period. Students who are enrolled in the Texas School for the Deaf (TSD), Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) must report the attendance their students using TOTAL-INELIGIBLE-DAYS-PRESENT for the period of time that they are in attendance at either school. This rule is enforced by a fatal edit. For additional rules concerning the reporting of Ineligible Days Present for a particular student, please refer to the Student Attendance Accounting Handbook. TOTAL-ELIGIBLE-DAYS-PRESENT (E0937) indicates the total number of days the student was present and eligible for Foundation School Program funding during a particular reporting period. For additional rules concerning the reporting of Eligible Days Present for a particular student, please refer to the Student Attendance Accounting Handbook. TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT (E0938) indicates the total number of days the student was present and an eligible participant in the state-approved bilingual/ESL program during a particular reporting period. For additional rules concerning the reporting of bilingual/ESL days present for a particular student, please refer to the Student Attendance Accounting Handbook. TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT (E0939) indicates the total number of days a female student was present at school or served through Compensatory Education Home Instruction (CEHI) and an eligible recipient of pregnancy related services during a particular reporting period. Only female students who meet the eligibility requirements for Pregnancy Related Services (pregnant or in the postpartum period) and are receiving Pregnancy Related Services from the LEA may be reported with Pregnancy Related Services days present on the 400 Basic Attendance record. For additional rules concerning the reporting of Pregnancy Related Services Days present for a particular student, please refer to the Student Attendance Accounting Handbook. TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT (E0940) indicates the total number of days a student with a special education individualized education program which provided for the mainstream instructional arrangement/setting was present during a particular reporting period. For additional rules concerning the reporting of Mainstream Eligible Days present for a particular student, please refer to the Student Attendance Accounting Handbook. GIFTED-TALENTED-INDICATOR-CODE (E0034) indicates whether the student is participating in a state-approved gifted and talented program, as defined in 19 TAC 89.1. For submission 3, the GIFTED-TALENTED-INDICATOR-CODE must reflect the student's participation in the G/T program for each six-week reporting period. If a student leaves the G/T program during a reporting period, report the student with a GIFTED-TALENTED-INDICATOR-CODE of 1 for the current reporting period and with a GIFTED-TALENTED-INDICATOR-CODE of "0" in the subsequent reporting period. If a student begins or returns to the G/T program during a reporting period, report the student with a GIFTED-TALENTED-INDICATOR-CODE of 1 for the current reporting period. For additional rules concerning the reporting of Gifted and Talented Indicator Code for a particular student, please refer to the Student Attendance Accounting Handbook. LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the district. The LOCAL-STUDENT-ID is optional. PRIMARY-DISABILITY-CODE (E0041) indicates the type of primary disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC 89.1040. For submission 3, the PRIMARY-DISABILITY-CODE is reported for each reporting period that a student was in attendance. If the PRIMARY-DISABILITY-CODE changes for a student during the course of a school year, then the students 400 Basic Attendance records will reflect the different PRIMARY-DISABILITY-CODEs for each reporting period. If the PRIMARY-DISABILITY-CODE changes for a student during a reporting period, then report the PRIMARY-DISABILITY-CODE that was valid at the end of the reporting period should be reported. Refer to the 163 Student Data - Special Education record for additional information regarding PRIMARY-DISABILITY-CODE. MULTIPLY-DISABLED-INDICATOR-CODE (E0882) indicates whether the student receiving special education and related services has been designated as multiply disabled by the admission, review, and dismissal committee. [See 19 TAC 89.1040(c)(6).] A student who is multiply disabled has a combination of disabilities and meets all of the conditions listed in 19 TAC 89.1040(c)(6). Not all students who have more than one disability are determined to be multiply disabled. A student should not be coded as multiply disabled unless an ARD committee has determined that the student has a combination of disabilities included in TAC 89.1040 and meets all of the conditions listed below. The student's disability is expected to continue indefinitely; and The student's disabilities severely impair performance in two or more of the following areas: psychomotor skills; self-care skills; communication; social and emotional development; or cognition. Refer to the 163 Special Education data record for additional information regarding the MULTIPLY-DISABLED-CODE. LEP-INDICATOR-CODE (E0790) indicates whether the student has been identified as limited English proficient by the Language Proficiency Assessment Committee (LPAC), or English proficient (19 TAC 89.1220), according to criteria established in 19 TAC 89.1225. For submission 3, the LEP-INDICATOR-CODE must reflect the students LEP status for each six-week reporting period. LEP-INDICATOR-CODE is 1 if the student was identified as LEP for one or more days during the reporting period. The purpose for collecting the LEP-INDICATOR-CODE on the 400 basic Attendance record is to meet cumulative reporting requirements to the United States Department of Education (Title l, Part A). Monitored 1 or Monitored 2 LEP status is reported for those students who have recently been exited from the bilingual/ESL programs and are determined to no longer be Limited English Proficient (LEP). This information is reported for the first two school years on all students who have exited LEP status. This includes students who move to a new LEA and the two school years since being exited from LEP status have not been completed. For additional information on LEP requirements, refer to the 110 Student Enrollment data record. PK-PROGRAM-TYPE-CODE (E1078) indicates the length of the Pre-kindergarten instructional day for a particular Pre-kindergarten student. This code captures the level of participation in the PK program. The PK-PROGRAM-TYPE-CODE is required for all PK students reported in Submission 3. From this information and other PEIMS data elements, TEA can compute the data needed to meet legislative reporting requirements. Students who attend the Preschool Program for Children with Disabilities for a half-day and are also in either a prekindergarten class (as an eligible PK student) or a kindergarten class for a half-day must be coded as a full-day student with either the prekindergarten or kindergarten grade level, as appropriate. Such students must not have multiple 400 Basic Attendance records for each grade level. Do not report these students as grade level EE for a half-day and grade level PK or K for a half-day. PRIMARY-PK-FUNDING-SOURCE-CODE (E1079) indicates the primary source of funding for a Pre-kindergarten student. The prekindergarten program is only funded for half-day of attendance. The only time a prekindergarten student may earn a full day of attendance is when the eligible prekindergarten student is also served in special education for the other half of the day. SECONDARY-PK-FUNDING-SOURCE-CODE (E1080) indicates the secondary source of funding for a Pre-kindergarten student. Primary and Secondary PK Funding Source Codes: The Primary and Secondary PK Funding Source Codes are only reported for Prekindergarten students when a student is funded for half-day but attends full-day, or the PK student is ineligible for funding. See PEIMS Code Table C186. These students must have a Primary PK Funding Source Code and may have a Secondary PK Funding Source Code reported. Chart for Determining PK Funding Source Required for Summer Submission PK Program Type CodeHalf Day Student?Full Day Student?Primary PK Funding Source Reported?Secondary PK Funding Source Reported?01YesNoNoNo02YesNoYesYes, if additional funding sources apply02NoYesYesYes, if additional funding sources apply03NoYesNoNo04YesNoYesYes, if additional funding sources apply04NoYesYesYes, if additional funding sources apply05NoYesYesYes, if additional funding sources apply Reporting Requirements There must be at least one 400 Student Basic Attendance record for each student who was in membership. In order to be counted in membership, a student must be enrolled and scheduled for at least two hours (120 minutes) of instruction each school day. Students enrolled for less than two hours per day are not counted in membership and are not reported on the 400 Student - Basic Attendance record for the period of time that they were not in membership. Students who are enrolled in more than one grade, track, or campus during a unique reporting period will have a 400 attendance record for each grade, track, or campus. TOTAL-DAYS-ABSENT, TOTAL-INELIGIBLE-DAYS-PRESENT, TOTAL-ELIGIBLE-DAYS-PRESENT, TOTAL-ELIG-BILINGUAL/ESL-PRESENT, TOTAL-ELIGIBLEPREG-REL-SVCS-DAYS-PRESENT, and TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT (days present) can only be reported as whole days or half days. The "days present" reported for students in half-day programs, such as prekindergarten, cannot be more than half of the NUMBER-DAYS-TAUGHT for that reporting period. The "days present" reported on the 400 Student Basic Attendance record is the total for that specific reporting period. If a student has multiple entries and withdrawals in the same grade, in the same school, on the same instructional track during a specific reporting period, only one 400 Student Basic Attendance record is required. TOTAL-ELIGIBLE-DAYS-PRESENT and TOTAL-INELIGIBLE-DAYS-PRESENT can be reported on the same 400 Student Basic Attendance record for a unique reporting period. Do not create a 400 Student Basic Attendance record for a student who was not in attendance during a unique reporting period. Refer to the Student Attendance Accounting Handbook for the complete attendance accounting rules for basic attendance eligibility, special program eligibility, and audit concerns. Special Reporting Requirements Students who are enrolled in the Texas School for the Deaf (TSD),Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) are to be reported with a 400 Student Basic Attendance record using TOTAL-INELIGIBLE-DAYS-PRESENT for the period of time that they are in attendance at the school. Example #1 Tex Learner is a student in the year-round school program at Learning ISD. He entered this track on the first day of the second reporting period and was enrolled for the entire reporting period. Tex participates in the bilingual/ESL program. He receives indirect special education services and supports in the mainstream setting as documented in the IEP. His basic attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 42400999999000558899999999001020281100300000 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeE0937E0938E0939E0940E0034E0923E0041C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 720250025000000250000002190407 Multiply Disabled Indicator CodeLEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeFillerE0882E0790E1078E1079E1080C088C061C185C186C186Column 73Column 74Columns 75-76Column 77Column 78Columns 79 - 800000Explanation of 400 Student - Basic Attendance Record Layout INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Tex attended the instructional track designated as track 0. REPORTING-PERIOD-INDICATOR-CODE 2 indicates the second six-week reporting period. Year-round schools are reported in six six-week periods regardless of the duration of the actual instructional blocks. NUMBER-DAYS-TAUGHT is 028 since there are 28 calendar days of instruction in the reporting period. GRADE-LEVEL-CODE 11 indicates that Tex is in the eleventh grade. TOTAL-DAYS-ABSENT 0030 indicates that Tex was absent for three days of this reporting period. TOTAL-ELIGIBLE-DAYS-PRESENT is 0250 indicating that Tex was present for 25 days in this reporting period. TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT 0250 indicates Tex was served through the bilingual/ESL program for the entire reporting period. TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT 0250 indicates that Tex was eligible for mainstream ADA for the entire reporting period. TOTAL-INELIGIBLE-DAYS-PRESENT and TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT are both 0000 since these fields are not applicable to Tex. GIFTED-TALENTED-INDICATOR-CODE is 0 since this field is not applicable to Tex. PRIMARY-DISABILITY-CODE 07 indicates that Texs primary disability, as determined by the admission, review and dismissal (ARD) committee, is emotional disturbance. MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Tex has not been determined multiply disabled by the ARD committee. LEP-INDICATOR-CODE 0 indicates that Tex has not been identified as limited English proficient by the LPAC. PK-PROGRAM-TYPE-CODE 00 indicates that Tex is not in the PK program. Example #2 Jane Student is a half-day student at Learning ISD. She enrolled the first day of school on the traditional track, was in membership for 17 days, withdrew for five days, and then re-enrolled at the same campus on the same track for the remaining ten days of the first reporting period. Her attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 4240099999934500008999999910101032KG00350000 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeE0937E0938E0939E0940E0034E0923E0041C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 720100000000000000100000000100 Multiply Disabled Indicator CodeLEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeFillerE0882E0790E1078E1079E1080C088C061C185C186C186Column 73Column 74Columns 75-76Column 77Column 78Columns 79 - 800000Explanation of 400 Student - Basic Attendance Record Layout INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates that although Jane withdrew and re-entered she remained on the same track. NUMBER-DAYS-TAUGHT 032 indicates 32 calendar days of instruction in this reporting period. TOTAL-DAYS-ABSENT 0035 indicates Jane was absent for seven of the half-days she was in membership (7 days x half-day student = 3.5 days of absence). TOTAL-ELIGIBLE-DAYS-PRESENT 0100 indicates Jane was present and eligible for ADA for 20 half-days of the 32 day reporting period (20 days x half-day student = 10.0 eligible days present). GIFTED-TALENTED-INDICATOR-CODE is 1 since Jane is served in the gifted and talented program. PRIMARY-DISABILITY-CODE 00 indicates that Jane has not been determined by an admission, review and dismissal (ARD) committee to have a primary disability. MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Jane has not been determined by an ARD committee to be multiply disabled. LEP-INDICATOR-CODE 0 indicates that Jane has not been identified as limited English proficient by the LPAC. PK-PROGRAM-TYPE-CODE 00 indicates that Jane is not in the PK program. Example #3 Jane Doe is a student at Learning ISD who withdraws from one campus and enrolls at a different campus. At the first campus, Jane was enrolled in the traditional calendar. At the second campus, Jane enrolled in the only year-round calendar and participated in special programs. Jane's attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 42400999999000456789999999001040321100800000400999999000456789999999002140321100500000 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeE0937E0938E0939E0940E0034E0923E0041C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 7201000000009000000000001002060090000000900000100000100206 Multiply Disabled Indicator CodeLEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeFillerE0882E0790E1078E1079E1080C088C061C185C186C186Column 73Column 74Columns 75-76Column 77Column 78Columns 79 - 80100010Explanation of 400 Student - Basic Attendance Record Layout CAMPUS-ID-OF-ENROLLMENT 999999001 indicates Jane was enrolled at Learning High School. INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Jane was enrolled in the track designated as track 0. TOTAL-DAYS-ABSENT is 0080 since Jane was absent eight days while in membership at this campus on this track during this reporting period. TOTAL-ELIGIBLE-DAYS-PRESENT is 0100 since Jane was present at this campus on this track and eligible for ADA for 10 days of the reporting period. CAMPUS-ID-OF-ENROLLMENT 999999002 indicates Jane transferred to Blossom High School before the end of the reporting period. INSTRUCTIONAL-TRACK-INDICATOR-CODE 1 indicates Jane enrolled in the track designated as track 1. TOTAL-DAYS-ABSENT is 0050 since Jane was absent five days while in membership at this campus on this track during this reporting period. TOTAL-ELIGIBLE-DAYS-PRESENT is 0090 since Jane was present and eligible for ADA for nine days of the reporting period. TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT 0090 indicates Jane was eligible for and received pregnancy related services through compensatory education since transferring to this campus. GIFTED-TALENTED-INDICATOR-CODE is 1 since Jane was also served through the gifted and talented program since transferring to Blossom High School. PRIMARY-DISABILITY-CODE 06 indicates that Jane's primary disability, as determined by the admission, review and dismissal (ARD) committee, is mental retardation. MULTIPLY-DISABLED-INDICATOR-CODE 1 indicates that Jane has been determined multiply disabled by the ARD committee. LEP-INDICATOR-CODE 0 indicates that Jane has not been identified as limited English proficient by the LPAC. PK-PROGRAM-TYPE-CODE 00 indicates that Jane is not in the PK program. Example #4 Tex Learner is a student at Learning ISD. He attends the Regional Day School Program for the Deaf at Early Middle School on the traditional track. Tex has one general education class each day. He enrolled at Early Middle School a week after school started and has not been absent. His attendance information for the first six weeks would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 42400999999555000089999999041010300700000250 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeE0937E0938E0939E0940E0034E0923E0041C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 720000000000000000000000090703 Multiply Disabled Indicator CodeLEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeFillerE0882E0790E1078E1079E1080C088C061C185C186C186Column 73Column 74Columns 75-76Column 77Column 78Columns 79 - 800100Explanation of 400 Student - Basic Attendance Record Layout REPORTING-PERIOD-INDICATOR-CODE 1 indicates the first six-week reporting period. NUMBER-DAYS-TAUGHT is 030 since there are 30 days of instruction in the first reporting period. TOTAL-DAYS-ABSENT 0000 indicates that Tex was not absent during this reporting period. TOTAL-INELIGIBLE-DAYS-PRESENT 0250 indicates that Tex was present for 25 of the 30 days in the reporting period. His attendance is ineligible because he spends 50% or more of the school day in the Regional Day School Program for the Deaf. TOTAL-ELIGIBLE-DAYS-PRESENT, TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT, TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT, and TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT are 0000 since funding for special programs is based on eligible attendance and all of Texs attendance is ineligible. GIFTED-TALENTED-INDICATOR-CODE is 0 since special program funding is based on eligible attendance and all of Tex's attendance is ineligible. PRIMARY-DISABILITY-CODE 03 indicates that Tex's primary disability, as determined by the admission, review and dismissal (ARD) committee, is auditory impairment. MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Tex has not been determined multiply disabled by the ARD committee. LEP-INDICATOR-CODE 1 indicates that Tex has been identified as limited English proficient by the LPAC. PK-PROGRAM-TYPE-CODE 00 indicates that Tex is not in the PK program. Example #5 Ima Student is a student at Learning High School. She was enrolled in the traditional track on the first day of school. On the twelfth day of school on the traditional calendar, Ima switched to the year-round calendar at Learning High School before attendance was taken. Since the tracks began on different dates, she attended the first day of the year-round track. Imas attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 42400999999550000078999999001010321000300000400999999550000078999999001110321000400000 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeE0937E0938E0939E0940E0034E0923E1012E0041C088C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 7200800000000000000000009921010280000000000000000000992101 Multiply Disabled Indicator CodeLEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeE0882E0790E1078E1079E1080C088C061C185C186C186Column 73Column 74Columns 75-76Column 77Column 78000000Explanation of 400 Student - Basic Attendance Record Layout CAMPUS-ID-OF-ENROLLMENT 999999001 indicates Ima was enrolled at Learning High School. INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Ima was enrolled in the track designated as track 0. REPORTING-PERIOD-INDICATOR-CODE 1 indicates the first six-week reporting period of the traditional track. NUMBER-DAYS-TAUGHT 032 indicates there were 32 instructional days in this reporting period. TOTAL-DAYS-ABSENT 0030 indicates Ima was absent three times on this track during this reporting period. TOTAL-ELIGIBLE-DAYS-PRESENT is 0080 since Ima was present and eligible for ADA for eight days of the reporting period. CAMPUS-ID-OF-ENROLLMENT 999999001 indicates Ima was still enrolled at Learning High School. INSTRUCTIONAL-TRACK-INDICATOR-CODE 1 indicates Ima was enrolled in the track designated as track 1. REPORTING-PERIOD-INDICATOR-CODE 1 indicates the first six-week reporting period of the year-round track. Both the traditional track and the year-round track have the same reporting-period-indicator-code even though the tracks began on different dates. NUMBER-DAYS-TAUGHT 032 indicates there were 32 instructional days in this reporting period. TOTAL-DAYS-ABSENT 0040 indicates Ima was absent four times on this track during this reporting period. TOTAL-ELIGIBLE-DAYS-PRESENT is 0280 since Ima was present and eligible for ADA for 28 days of the reporting period. PRIMARY-DISABILITY-CODE 01 indicates that Imas primary disability, as determined by the admission, review and dismissal (ARD) committee, is orthopedic impairment. MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Ima has not been determined multiply disabled by the ARD committee. LEP-INDICATOR-CODE 0 indicates that Ima has not been identified as limited English proficient by the LPAC. PK-PROGRAM-TYPE-CODE 00 indicates that Ima is not in the PK program. Example #6 Houston Student is a student in Study Elementary, which only offers one year-round calendar (no traditional track). Study Elementary received a waiver to implement five days of teacher in-service in lieu of days of instruction. For illustration purposes, all five days of instruction were waived during the sixth reporting period. The sixth reporting period, which otherwise would contain 29 days of instruction, actually contained 24 days of instruction. Houston was served in the Gifted and Talented program for the entire reporting period. Houstons attendance for the sixth reporting period would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 42400999999000778888999999001060240200600000 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeE0937E0938E0939E0940E0034E0923E0041C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 720180000000000000108 Multiply Disabled Indicator CodeLEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeE0882E0790E1078E1079E1080C088C061C185C186C186Column 73Column 74Columns 75-76Column 77Column 780000Explanation of 400 Student - Basic Attendance Record Layout INSTRUCTIONAL-TRACK-IND-CODE 0 indicates the track designated as track 0. REPORTING-PERIOD-INDICATOR-CODE 6 indicates this was the sixth reporting period. NUMBER-DAYS-TAUGHT is 024, indicating this reporting period contained 24 actual days of instruction. GIFTED-TALENTED-INDICATOR-CODE 1 indicates Houston was served in the GT program at least one day during the reporting period. PRIMARY-DISABILITY-CODE 08 indicates that Houstons primary disability, as determined by the admission, review and dismissal (ARD) committee, is learning disability. MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Houston has not been determined multiply disabled by the ARD committee. LEP-INDICATOR-CODE 0 indicates that Houston has not been identified as limited English proficient by the LPAC. PK-PROGRAM-TYPE-CODE 00 indicates that Jane is not in the PK program. Example #7 Bobby Student and Joe Student are enrolled in the PK program at Learning ISD. Bobby is an eligible student and Joe is an ineligible student and both attend the half-day PK program. Joe is attending the program due to available space and district policy allowing ineligible students to attend the PK program. For the first six weeks reporting period, Bobby was present 29 days and Joe was present 28 days. The attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeTotal Days AbsentTotal Ineligible Days PresentE0755E0212E0001E0782E0975E0934E0935E0017E0036E0936C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Columns 35 - 38Columns 39 - 42400999999Bobby Student99999910101030PK00050000400999999Joe Student99999910101030PK00100140 Total Eligible Days PresentTotal Elig Bilingual/ ESL Days PresentTotal Elig Preg Rel Svcs Days PresentTotal Elig Sp Ed Main-stream Days PresentFillerGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeE0937E0938E0939E0940E0034E0923E0041C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 7201450000000000000000000001000000000000000000000000000200 Multiply Disabled Indicator CodeLEP Indicator CodePK Program Type CodePrimary PK Funding Source CodeSecondary PK Funding Source CodeFillerE0882E0790E1078E1079E1080C088C061C185C186C186Column 73Column 74Columns 75-76Column 77Column 78Columns 79 - 80000100042Explanation of 400 Student - Basic Attendance Record Layout NUMBER-DAYS-TAUGHT 030 indicates 30 calendar days of instruction in this reporting period. TOTAL-DAYS-ABSENT 0005 indicates Bobby was absent for one of the half-days he was in membership (1 days x half-day student = 0.5 days of absence). TOTAL-DAYS-ABSENT 0010 indicates Joe was absent for two of the half-days he was in membership (2 days x half-day student = 1.0 days of absence). TOTAL-INELIGIBLE-DAYS-PRESENT 0140 indicates Joe was present and eligible for ADA for 28 half-days of the 30 day reporting period (28 days x half-day student = 14.0 eligible days present). TOTAL-ELIGIBLE-DAYS-PRESENT 0145 indicates Bobby was present and eligible for ADA for 29 half-days of the 30 day reporting period (29 days x half-day student = 14.5 eligible days present). GIFTED-TALENTED-INDICATOR-CODE is 0 since Bobby and Joe are not in the gifted and talented program. PRIMARY-DISABILITY-CODE 00 indicates that Bobby and Joe have not been determined by an admission, review and dismissal (ARD) committee to have a primary disability. MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Bobby and Joe have not been determined by an ARD committee to be multiply disabled. LEP-INDICATOR-CODE 0 indicates that Bobby and Joe have not been identified as limited English proficient by the LPAC. PK-PROGRAM-TYPE-CODE 01 indicates that Bobby is eligible and served in the half-day PK program. PK-PROGRAM-TYPE-CODE 04 indicates that Joe is ineligible and served in the half-day PK program. PK-PRIMARY-FUNDING-SOURCE-CODE blank indicates that Bobbys participation in the PK program is funded through the Foundation School Program. PK-PRIMARY-FUNDING-SOURCE-CODE 2 indicates that Joes participation in the PK program is funding through local district funds. 405 SPECIAL EDUCATION ATTENDANCE DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeE0755E0212E0001E0782E0975E0934E0935E0017C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34405405 Reg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingE0833E0173E0944E0945E0833E0173E0944E0945C067C035C067C035Column 35Columns 36 - 37Columns 38- 41Columns 42- 47Column 48Columns 49 - 50Columns 51 - 54Columns 55 - 60 Reg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingFillerE0833E0173E0944E0945C067C035Column 61Columns 62 - 63Columns 64 - 67Columns 68 - 73Columns 74 - 80Description The 405 Special Education Attendance Data Student record identifies each eligible student (September 1 ages 1 through 21) served through the special education program if the student was schedules to attend for at least two hours each day (in membership). Students who were scheduled to attend less than two hours per day or are receiving special education services under an individualized services plan (ISP) (Student Attribution Code 12 - private school students with disabilities) are not in membership and are not reported with a 405 Special Education Attendance Data Student record. Business Rules and Reporting Requirements INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 405 Special Education Attendance Data Student records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates the instructional track for the student. (This data element pertains to the instructional calendar for the student. It does not refer to ability groupings.) Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. A campus can have up to 10 instructional tracks (0-9). Anytime the NUMBER-DAYS-TAUGHT for a particular sixweek reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that sixweek reporting period. It is recommended that the instructional tracks on a campus are numbered beginning with 0, and following in sequence. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding. REPORTING PERIOD INDICATOR CODE (E0934) indicates the period for which the attendance data are being reported. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. For the 405 Special Education Attendance record, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 1 6. The values reported for the REPORTING-PERIOD-INDICATOR-CODE on the 405 Special Education Attendance Data Student record must match those values reported on the 400 Basic Attendance Student record. NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT. NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. If a student changes grade levels during the course of the school year, then the GRADE-LEVEL-CODE will reflect each grade level that the student was assigned during the course of the year. If the student changes grade levels during a reporting period, then the student will have a 400 BASIC ATTENDANCE DATA record for the days of attendance associated with each grade level in that reporting period. REG-DAY-SCH-PROG-DEAF-CODE (E0833) indicates the student is receiving instructional services from the regional day school program for the deaf. Please note the following guidelines for the reporting of PEIMS data on RDSPD students: Only one district may report PEIMS data on a RDSPD student. If there are sending and receiving districts involved, an agreement must be made between the two districts regarding which district will report PEIMS data. Note: The RDSPD SSA Procedures require this to be addressed in the SSA contract. All RDSPD students who are in the RDSPD program may generate average daily attendance (ADA) based on their special education instructional setting code. These general education funds in regular education and in regular special education can be used to supplement the costs of the RDSPD program. Regional Day School Program for the Deaf Students who are age and residence eligible and are in membership are reported with a 405 Student - Special Education Attendance record with the REG-DAY-SCH-PROG-DEAF-CODE is reported as a 3. INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students. A student who changes INSTRUCTIONAL-SETTING-CODEs during a reporting period may be reported on the same 405 Student - Special Education Attendance record, unless the record key changes. The INSTRUCTIONAL-SETTING-CODE for speech therapy is 00. Students receiving speech therapy services should be reported on the 405 Student - Special Education Attendance record unless exempted by other reporting requirements (such as ADA-ELIGIBILITY-CODE 0 students). Students receiving speech therapy services who are also receiving services in another instructional setting should have both instructional settings reported on the 405 Student - Special Education Attendance record unless exempted by other reporting requirements (such as ADA-ELIGIBILITY-CODE 0 students). Each special education instructional setting has a unique contact-hour multiplier. Use the following chart when computing special education contact hours. Instructional Arrangement/Setting Code(s)Contact-Hour MultiplierSpeech Therapy - code 00.25Homebound - code 011.00Hospital Class - code 024.50Vocational Adjustment Class - code 085.50State Supported Living Center - code 305.50Resource Room - codes 41 and 422.859Mild/Moderate/Severe - codes 43 and 442.859Full-Time Early Childhood - code 452.859Off Home Campus - codes 91984.25Residential Care and Treatment Facility - codes 81895.50Please refer to the Student Attendance Accounting Handbook for additional rules concerning the assignment of the INSTRUCTIONAL-SETTING-CODE for special education students. ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING-CODE (E0944) indicates the number of days the student was eligible and present in a designated instructional setting during a particular reporting period. For additional rules concerning the reporting of special education days present for a particular special education student, please refer to the Student Attendance Accounting Handbook. EXCESS-HOURS-IN-INSTRUCTIONAL-SETTING (E0945) indicates the number of hours above the allowable six hours per day of combined career and technical education and special education and related services in a designated instructional setting during a particular reporting period. The Foundation School funding for LEAs is based on and limited to 6.0 contact hours per day per student. Excess contact hours for special education students occur when the education contact hours earned for a particular day exceed 6.0 hours. This generally occurs when a special education student is receiving special education instruction and career and technical education instruction on the same day. Excess contact hours are not subtracted from speech therapy contact hours unless there is no other special education service during the time excess hours are earned. For detailed instructions for computing excess contact hours refer to the Student Attendance Accounting Handbook. Reporting Requirements A 405 Special Education Attendance Data record is required for each special education student who was in membership for at least one day during the course of the school year and was served with special education services. A separate 405 Special Education Attendance Data record is required any time the CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, or GRADE-LEVEL-CODE change. Do not create a 405 special education attendance record for a student who was not served in special education during a particular reporting period, or who was ineligible for ADA for the entire reporting period. For each student reported with a 405 special education attendance record there must be a corresponding 400 Student - Basic Attendance record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. Mainstream special education students are not reported on the 405 special education attendance record. TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT are reported on the 400 Student - Basic Attendance record. Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) do not report the 405 Special Education Attendance data record. Example #1 Art Learner is served through the special education program at Learning ISD on the traditional calendar. During the reporting period, the admission, review and dismissal (ARD) committee met and changed Arts special education and related services to include speech therapy once a week. The change was effective the nineteenth day of the reporting period. His attendance information in special education would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeE0755E0212E0001E0782E0975E0934E0935E0017E0833E0173C042C141C130C050C067C035Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 35Columns 36 - 374059999994440000119999990010502805041 Eligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingE0944E0945E0833E0173E0944E0945E0833E0173E0944E0945C067C035C067C035Columns 38- 41Columns 42- 47Column 48Columns 49 - 50Columns 51 - 54Columns 55 - 60Column 61Columns 62 - 63Columns 64 - 67Columns 68 - 73021000000000001000000Explanation of 405 Student - Special Education Attendance Record Layout INSTRUCTIONAL-SETTING-CODE 41 indicates Arts individualized education program (IEP) showed resource room as being the proper instructional setting and that James receives special education and related services for less than 21% of his instructional day. ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING 0210 indicates Art was present and eligible for this instructional setting for 21 days in this reporting period. EXCESS-HOURS-IN-INSTRUCTIONAL-SETTING is 000000 since Art was not served through career and technical education. The second field of INSTRUCTIONAL-SETTING-CODE 00 indicates that Arts IEP showed speech therapy was required in addition to resource room. Speech therapy is the only instructional setting that can be reported simultaneously with another instructional setting. Art started receiving this additional service after the reporting period began. ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING 0100 indicates Art received and was eligible for speech therapy for 10 days. Art received speech therapy service for the last 10 days of the reporting period. Example #2 Ima Student is a special education student at Learning High School which only offers one year-round track. She is also a vocational education student, and earns four vocational contact hours per day. Her special education attendance information will be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeE0755E0212E0001E0782E0975E0934E0935E0017E0833E0173C042C141C130C050C067C035Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 35Columns 36 - 374059999994560000789999990021302911042 Eligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingE0944E0945E0833E0173E0944E0945E0833E0173E0944E0945C067C035C067C035Columns 38- 41Columns 42- 47Column 48Columns 49 - 50Columns 51 - 54Columns 55 - 60Column 61Columns 62 - 63Columns 64 - 67Columns 68 - 730240020616Explanation of 405 Student - Special Education Attendance Record Layout INSTRUCTIONAL-SETTING-CODE 42 indicates Ima was being served in the resource room instructional setting and that Ima receives special education and related services for at least 21% and less than 50% of her instructional day. EXCESS-HOURS-IN-INSTRUCTIONAL-SETTING 020616 indicates that for the entire reporting period Ima accumulated 20.616 excess contact hours, calculated as follows: 2.859 special education contact hours + 4.000 career and technical contact hours 6.859 total contact hours per day - 6.000 allowable contact hours per day .859 excess contact hours per day x 24.0 eligible days present 20.616 total excess hours in this instructional setting Example #3 Tex Student is a four-year-old special education student at Rocky Road Elementary in Learning ISD on the traditional calendar. Tex was served for three hours in a self-contained Preschool Program for Children with Disabilities classroom. His IEP indicated he needed to develop socialization skills and placed him in the prekindergarten program for three hours in the afternoon. Tex was eligible for the prekindergarten program as of the first day of school. Texs special education attendance information for the second reporting period would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeE0755E0212E0001E0782E0975E0934E0935E0017E0833E0173C042C141C130C050C067C035Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 35Columns 36 - 3740599999945600001299999912302029PK043 Eligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingReg Day Sch Prog Deaf CodeInstruc-tional Setting CodeEligible Days Present in Instr SettingExcess Hours in Instruc-tional SettingE0944E0945E0833E0173E0944E0945E0833E0173E0944E0945C067C035C067C035Columns 38- 41Columns 42- 47Column 48Columns 49 - 50Columns 51 - 54Columns 55 - 60Column 61Columns 62 - 63Columns 64 - 67Columns 68 - 730290000000Explanation of 405 Student - Special Education Attendance Record Layout NUMBER-DAYS-TAUGHT 029 indicates this reporting period contained 29 days of instruction. GRADE-LEVEL-CODE PK indicates Tex was assigned the prekindergarten grade level. Had Will not been eligible for the prekindergarten program his GRADE-LEVEL-CODE would have been EE. INSTRUCTIONAL-SETTING-CODE 43 indicates Tex was served in the self-contained, mild/moderate/severe, regular campus instructional setting and that Tex receives special education services for at least 50% and no more than 60% of his instructional day. ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING 0290 indicates Tex was eligible for a full day of attendance, and he was present and served in this setting for all 29 days. Although Tex was served for a full day, he would only have been eligible for a half day of attendance had he not also been eligible for the prekindergarten program. 408 STUDENT DATA - EXTENDED SCHOOL YEAR (ESY) SERVICES Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentGrade Level CodeInstruc-tional Setting CodeTotal ESY Contact Hours in Instr SettingInstruc-tional Setting CodeTotal ESY Contact Hours in Instr SettingLocal Student IDFillerE0755E0212E0001E0782E0017E0173E1013E0173E1013E0923C042C050C035C035Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Columns 30 - 31Columns 32 - 35Columns 36 - 37Columns 38 - 41Columns 42 - 50Columns 51 - 80408408 Description The 408 Student Data Extended School Year (ESY) Services indicates those students served through the Extended School Year (ESY) services program alternative/fourth submission. This record indicates the total contact hours in an instructional setting provided to the student through the extended school year services component of special education. Districts will report 408 Student - Extended Year School Services records in an alternative/fourth submission only if the district served students through the Extended School Year (ESY) services program. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 408 Extended School Year records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. CAMPUS-ID-OF-ENROLLMENT is the students campus of enrollment from the regular school year. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. For ESY reporting, the GRADE-LEVEL-CODE reflects the students grade level from the prior school year. INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students. INSTRUCTIONAL-SETTING-CODE 40 (mainstream) is ineligible for ESY services state funding. This does not mean that districts should not or cannot administer mainstream services in their ESY services program. If a student who received ESY services during the regular school year needs mainstream services through the summer, then the school district should serve the student accordingly. However, funding for this mainstream service must come from sources other than ESY services. The INSTRUCTIONAL-SETTING-CODE for Speech Therapy is 00, regardless of whether the student is also receiving services in another instructional setting. Please refer to the Student Attendance Accounting Handbook for additional rules concerning the Extended Services Year (ESY) program for special education students. TOTAL-ESY-CONTACT-HOURS-IN-INSTR-SETTING (E1013) indicates the total contact hours in an instructional setting provided to the student through the extended school year services component of special education. The instructional setting reported is the instructional setting in which the student was served during the regular school year. The ESY services contact hours are reported in 30 minute increments. Increments of less than 30 minutes are not reported. LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the district. The LOCAL-STUDENT-ID field is optional. Reporting Requirements A 408 ESY record must be reported for each special education student served in the ESY services program. For each 408 Student - Extended Year School Services record there must be a 101 Student Demographic record with a matching STUDENT-ID and GRADE-LEVEL-CODE. Do not create a 408 Student - Extended Year School Services record for students who did not participate in special education during the regular school year. Refer to the Student Attendance Accounting Handbook for the complete ESY services eligibility and attendance coding instructions. Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) do not report the 408 ESY special education record. Example #1 Anne Example was served in the special education ESY services program. Her participation in this program is reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentGrade Level CodeInstruc-tional Setting CodeTotal ESY Contact Hours in Instr SettingInstruc-tional Setting CodeTotal ESY Contact Hours in Instr SettingLocal Student IDE0755E0212E0001E0782E0017E0173E1013E0173E1013E0923C042C050C035C035Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Columns 30 - 31Columns 32 - 35Columns 36 - 37Columns 38 - 41Columns 42 - 50408999999000456089099999904107420650Explanation of 408 Student - Extended Year School Services Record Layout INSTRUCTIONAL-SETTING-CODE 42 indicates that the ESY services were provided in the resource room instructional setting. TOTAL-ESY-CONTACT-HRS-IN-INSTR-SETTING 0650 indicates that Anne received 65 contact hours. 410 CAREER & TECHNICAL EDUCATION (CTE) ATTENDANCE- STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeE0755E0212E0001E0782E0975E0934E0935E0017C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34410410 Eligible Days Present V1Eligible Days Present V2Eligible Days Present V3Eligible Days Present V4Eligible Days Present V5Eligible Days Present V6FillerE0950E0951E0952E0953E0954E0955Columns 35 - 38Columns 39 - 42Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Columns 59 - 80 Description The 410 Career and Technical Education (CTE) Attendance data record indicates the level of CTE participation for each eligible CTE student who took an eligible CTE class. The CTE attendance data is transformed in to CTE contact hours and then into CTE full-time equivalents (FTEs) for funding purposes. CTE funding is only available for eligible CTE students in grades 7-8, and 9-12. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 410 CTE records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates the instructional track for the student. (This data element pertains to the instructional calendar for the student. It does not refer to ability groupings.) Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. A campus can have up to 10 instructional tracks (0-9). Anytime the NUMBER-DAYS-TAUGHT for a particular sixweek reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that sixweek reporting period. It is recommended that the instructional tracks on a campus are numbered beginning with 0, and following in sequence. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding. REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. For the 410 Special Education Attendance record, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 1 6. The values reported for the REPORTING-PERIOD-INDICATOR-CODE on the 410 CTE attendance record must match those values reported on the 400 Student - Basic Attendance record. NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT. NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. If a student changes grade levels during the course of the school year, then the GRADE-LEVEL-CODE will reflect each grade level that the student was assigned during the course of the year. If the student changes grade levels during a reporting period, then the student will have a 400 Basic Attendance Data record for the days of attendance associated with each grade level in that reporting period. ELIGIBLE-DAYS-PRESENT-V1 (E0950) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated one contact hour during a particular reporting period. ELIGIBLE-DAYS-PRESENT-V2 (E0951) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated two contact hours during a particular reporting period. ELIGIBLE-DAYS-PRESENT-V3 (E0952) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated three contact hours during a particular reporting period. No single career and technical education course can generate more that 3 contact hours per day. ELIGIBLE-DAYS-PRESENT-V4 (E0953) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated four contact hours during a particular reporting period. ELIGIBLE-DAYS-PRESENT-V5 (E0954) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated five contact hours during a particular reporting period. ELIGIBLE-DAYS-PRESENT-V6 (E0955) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated six contact hours during a particular reporting period. For detailed instructions for determining and reporting CTE contact hours (V1, V2, etc) refer to the Student Attendance Accounting Handbook. Reporting Requirements A 410 CTE attendance record is required for each CTE student who was in membership for at least one day during the course of the school year and was enrolled in an approved CTE course eligible for CTE funding. LEAs who offer CTE courses that have not been approved for funding do not report a 410 CTE attendance record. For each student reported with a 410 CTE attendance record, there must be a corresponding 400 Student -Basic Attendance record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. Do not create a 410 CTE attendance record for a student who did not participate in an approved CTE course(s) during a particular reporting period indicated or who was ineligible for ADA during the entire reporting period. Students in grades 7 and 8 can only be reported with a 410 CTE attendance record for approved Career and Technical Education for the Disabled (CTED) courses. All of a student's CTE participation for a particular reporting period must be reported on the same 410 Student - Career and Technical Education Attendance record, unless the record key changes. Eligible half-day CTE students can only earn half-day (1/2) of attendance in the CTE program for each day the student is present. Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) do not report the 410 CTE attendance record. Example #1 John Doe is enrolled in CTE at Kennedy High School on the traditional track. John began the school year taking four hours of CTE a day. During the first six weeks, a schedule change placed John in a six-hour career and technical program. His CTE attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeE0755E0212E0001E0782E0975E0934E0935E0017C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 344109999990008101209999990030102812 Eligible Days Present V1Eligible Days Present V2Eligible Days Present V3Eligible Days Present V4Eligible Days Present V5Eligible Days Present V6FillerE0950E0951E0952E0953E0954E0955Columns 35 - 38Columns 39 - 42Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Columns 59 - 80000000000000013000000150Explanation of 410 Student - Career and Technical Education Attendance Record Layout NUMBER-DAYS-TAUGHT 028 indicates there are 28 instructional days in this reporting period. ELIGIBLE-DAYS-PRESENT-V4 0130 indicates John took four hours of CTE courses for 13 days of this reporting period. ELIGIBLE-DAYS-PRESENT-V6 0150 indicates that, due to a schedule change, John took six hours of CTE courses for 15 days of this reporting period. ELIGIBLE-DAYS-PRESENT-V1, V2, V3, and V5 are 0000 since all of John's CTE attendance for this reporting period has been reported in V4 and V6. Example #2 Art Student is a student at Learning High School. He was enrolled in the traditional track and attended one CTE course. On the fifteenth day of the reporting period, Art switched to one of the year-round tracks on the same campus and started attending two CTE courses. Art's CTE attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeE0755E0212E0001E0782E0975E0934E0935E0017C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 3441099999900045678999999900104030114109999990004567899999990013402911 Eligible Days Present V1Eligible Days Present V2Eligible Days Present V3Eligible Days Present V4Eligible Days Present V5Eligible Days Present V6FillerE0950E0951E0952E0953E0954E0955Columns 35 - 38Columns 39 - 42Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Columns 59 - 80014000000000000000000000000001000000000000000000Explanation of 410 Student - Career and Technical Education Attendance Record Layout INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Art was enrolled in the track designated as track 0. REPORTING-PERIOD-INDICATOR-CODE 4 indicates the fourth six-week reporting period of the traditional track. ELIGIBLE-DAYS-PRESENT-V1 0140 indicates Art took one hour of CTE courses for 14 days of this reporting period on this instructional track. INSTRUCTIONAL-TRACK-INDICATOR-CODE 3 indicates Art was enrolled in year-round track number three at Learning High School. REPORTING-PERIOD-INDICATOR-CODE 4 indicates the fourth six-week reporting period of this year-round track. ELIGIBLE-DAYS-PRESENT-V2 0100 indicates Art took two hours of CTE courses for 10 days of this reporting period on this instructional track. Example #3 Lea Student is a student at Learning High School. She was enrolled on the traditional track and attended two CTE courses. On the tenth day of the reporting period, Lea was placed in the homebound special education instructional setting. Leas CTE attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeE0755E0212E0001E0782E0975E0934E0935E0017C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 344109999991230045679999990010303009 Eligible Days Present V1Eligible Days Present V2Eligible Days Present V3Eligible Days Present V4Eligible Days Present V5Eligible Days Present V6FillerE0950E0951E0952E0953E0954E0955Columns 35 - 38Columns 39 - 42Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Columns 59 - 80000000900000000000000000Explanation of 410 Student - Career and Technical Education Attendance Record Layout INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Lea was enrolled on the track designated as track 0. NUMBER-OF-DAYS-TAUGHT 030 indicates there were 30 instructional days in this reporting period. ELIGIBLE-DAYS-PRESENT-V2 0090 indicates Lea took two hours of CTE courses for nine days of this reporting period. After the ninth day, Lea was in the homebound instructional setting and no longer earned career and technical education eligible days present because she wasnt receiving the same amount and type of career and technical service that she was receiving before being placed in homebound instruction (10 hrs/week = 5 day week X V2). The career and technical services provided must be in addition to the hours of regular instruction provided in the homebound arrangement. 415 COURSE COMPLETION DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentService IDCourse Sequence CodePass/Fail Credit Indicator CodeDual Credit Indicator CodeATC Indicator CodeE0755E0212E0001E0782E0724E0948E0949E1011E1058C042C022C135C136C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 35Column 36Column 37 - 38Columns 39Column 40415415 Class ID NumberStudent Begin DateStudent End DateCourse Completion Indicator FillerCollege Credit HoursFillerE1056E1069E1070E1068E1081C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 77Column 78Columns 79- 80 Description The 415 Course Completion record is used to capture the course activity for students. This information is also used to link back to the 300 Course Section record in order to identify the classroom information associated with a students respective class assignments. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 415 Course Completion records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID-OF-ENROLLMENT on a 400 Student - Basic Attendance record and/or 500 Student - Flexible Attendance record with a matching STUDENT-ID. For submission 3, CAMPUS-ID-OF-ENROLLMENT identifies the campus that scheduled the student for a particular course section and where the student was enrolled while taking the course. For submission 4, CAMPUS-ID-OF-ENROLLMENT identifies the campus that scheduled and/or awarded the high school credit for the dual credit course the student attempted in the summer between school years. SERVICE-ID (E0724) refers to the services supplied by staff. For the 415 Course Completion record, do not include courses with SERVICE-IDs that begin with SA, SE, SR, SS, 01, 8, or 9. Additionally the SERVICE-IDs for Prekindergarten and Kindergarten that begin with 02 cannot be reported on the 415 Course Completion record. This rule is enforced by a fatal edit. For students that are assigned to an in-district DAEP program, the 415 Course Completion records should reflect the course sections that are associated with the students teacher of record based upon the definition of teacher of record (CLASS-ROLE 01) from PEIMS code table C180. If it is determined that the teaching staff at the DAEP program are not the teacher(s) of record for the student(s) assigned to the DAEP, then the students should continue to be assigned to the home campus course sections they were assigned to prior to being removed to the DAEP program. Short term homebound students should remain in the course section with the teacher of record prior to moving into the homebound setting. For long term homebound students (full grading period/semester), the district should determine the teacher of record and report the 415 Course Completion records for the student(s) based on the definition of teacher of record (CLASS-ROLE 01) from PEIMS code table C180. High school students enrolled in English I for Speakers of Other Languages (03200600) and English II for Speakers of Other Languages (03200700) may not receive high school graduation credit unless they are LEP and are immigrants to the United States. COURSE-SEQUENCE-CODE (E0948) indicates which portion of a course that is more than one semester in length is being reported. The COURSE-SEQUENCE-CODE identifies the order in which the course was scheduled in the class scheduling system. PASS/FAIL-CREDIT-INDICATOR-CODE (E0949) indicates the outcome for a course taken by a particular student. The 415 Course Completion record must reflect the PASS/FAIL-CREDIT-INDICATOR-CODE determined at the end of the course. For example: A student completes the first half of Chemistry, a two-semester course. The course was failed, no credit was received (Code 02). The second semester, this student completed the second half of Chemistry. The course was passed and credit was received (Code 01). The district averages the grades earned in each half of the course to determine if course credit should be received. In this example, the average grade was passing. The 415 Student - Course Completion record should reflect a PASS/FAIL-CREDIT-INDICATOR-CODE of 08 (course was failed but credit was received) for the first half of Chemistry. Therefore, the Code 02 originally recorded must be changed to Code 08. If a student leaves and returns to the same course section for a particular class during the school year, the student will have a 415 Course Completion record for each of those class assignments. As a result, only one of the 415 Course Completion records for that student for that course section may be reported with a Pass Fail Credit Indicator Code other than 00. This rule is enforced by a fatal edit. DUAL-CREDIT-INDICATOR-CODE (E1011) indicates whether the student was eligible to receive both high school and college credit for a college course. Advanced Placement courses reported on the 415 Course Completion record cannot be reported as dual credit unless the course has been approved as an AP course by the College Board through the AP Course Audit. A College Board-approved AP course must adhere to the AP course descriptions and be approved through the AP Course Audit. This means the college instructor must have submitted his/her course syllabus and have received approval in advance. ATC-INDICATOR-CODE (E1058) indicates a high school course for which college credit may be awarded by a post-secondary institution under the conditions of a local articulation agreement or the statewide Advanced Technical Credit (ATC) program agreement. ATC courses cannot be reported as dual credit courses. Likewise, Dual Credit courses cannot be reported as local or statewide articulated (ATC) credit. These rules are enforced by fatal edits. Additional information regarding Career and Technical Education Advanced Technical Credit is located at HYPERLINK "http://www.atctexas.org"http://www.atctexas.org. For submission 4, the ATC-INDICATOR-CODE must be 0. CLASS-ID-NUMBER (E1056) is a number identifying a unique course section that is unique for a particular school year, Campus, and SERVICE-ID. The CLASS-ID-NUMBER may be any 14 character district defined identifier comprised of letters and/or numbers. The CLASS-ID-NUMBER and SERVICE-ID reported on the 415 Course Completion record must be unique for a particular course section at the campus level and must match an entry on the 300 Course Section record. (CAMPUS-ID, SERVICE-ID, CLASS-ID-NUMBER, and COURSE-SEQUENCE-CODE) CLASS-ID-NUMBER must be unique such that when one or more students are assigned to a particular course section, the students can be linked to a particular 300 Course Section record through the 415 Course Completion records. Additionally, the uniqueness of the CLASS-ID-NUMBER will allow the students reported on the 415 Course Completion Record to be linked to the particular 305 Teacher Assignment records. The union of these three data records creates the classroom link. STUDENT-BEGIN-DATE (E1069) identifies the date(s) a student was assigned, or reassigned, to a particular course section in the current school year. If a student is assigned to a class, withdraws from that class, and then returns to that class at a later date, there must be a 415 course completion record for each of these STUDENT-BEGIN-DATEs. For submission 4, STUDENT-BEGIN-DATE identifies the date the dual credit course began. STUDENT-END-DATE (E1070) identifies the last date(s) a student was assigned, or reassigned to a particular course section in the current school year. The student(s) that are assigned to a particular course section on the last date the course section meets must be reported on their 415 Course Completion record with a STUDENT-END-DATE that reflects the last date the class met. If a student withdraws from a class, returns to that class, and then withdraws from class at a later date, there must be a 415 course completion record for each of these STUDENT-END-DATEs. Whether or not a student completes a particular course section, report the STUDENT-END-DATE as the last day the student was assigned to the class. The STUDENT-END-DATE should never be greater than a students withdrawal date from the school. For submission 4, STUDENT-END-DATE identifies the date the dual credit course ended. COURSE-COMPLETION-INDICATOR (E1068) indicates whether or not the student finished the full sequence of instruction for a course. If the COURSE-COMPLETION-INDICATOR is 1, it does not mean that the student met all of the requirements to receive credit or a grade for the course. A student cannot complete the same course (SERVICE-ID, CLASS-ID, and COURSE-SEQUENCE-CODE) more then one time. Any additional attempts for a particular SERVICE-ID must be reported with a new CLASS-ID-NUMBER. COLLEGE- CREDIT- HOURS (E1081) indicates the number of college hours a student earned for the completion of a dual credit course. In submission 4, one 415 Student - Course Completion record must be submitted for each unique class (course section) that was attended during the summer (between school years) for the purpose of a student attempting to earn dual credit. COLLEGE-CREDIT-HOURS collects the number of college hours that a student earned while taking a dual credit course. This field will have values ranging from 0 to 3. If a student takes a dual credit course and does not complete the course, then the COLLEGE-CREDIT-HOURS will be reported as 0. Use the following chart to determine if a 415 Student - Course Completion record is required. Type of Instruction/Situation415 Record Required?Credit by examinationYES, if credit was receivedCorrespondence courseYESContracted instructionYESLocal credit/locally developed courseNOSpecial education locally developed courseNOSummer school course other than dual credit courseNO9-12 course taken in grade below 9YESAudited courseNONight school (district student earning high school credit)YESNight school (out of district student; tuition paid by another district)NOCourse taken at a college (student also receives high school graduation credit)YESCollege Course taken at a college or high school during the summer (between school years) for dual creditYES, submission 4 onlyCourse completed at another districtNOCourse completed at another district during current district enrollment YESCourse completed during the year, but student is no longer in this districtYESReporting Requirements In submission 3, there must be one 415 Course Completion record for each reportable course from PEIMS code table C022 that was attempted or completed by each student in membership in grades 1 through 12. The LEA must begin tracking these classes for reporting purposes as of the PEIMS fall snapshot date and for any courses that were completed prior to the PEIMS fall snapshot date. (Each campus that enrolls and serves students should report 415 Course Completion records.) In submission 3, a 415 Course Completion record is required for all student courses that were completed prior to the PEIMS fall snapshot date. Any reportable course from PEIMS code table C022 that was attempted but not completed prior to the PEIMS fall snapshot date is not required to be reported on the 415 Course Completion record. However, a LEA may choose to report these courses that were attempted but not completed prior to the PEIMS fall snapshot date. The 415 Course Completion data must reflect the campus where the student was enrolled while assigned to a particular course section. In the case of a JJAEP assignment, a student is withdrawn from their home campus and enrolled on the JJAEP campus for the duration of the JJAEP assignment. Students who are assigned to a course section while enrolled in a JJAEP campus must be reported with 415 Course Completion records that reflect the campus in which they were enrolled while attending the JJAEP. Additionally, the 415 Course Completion records for the JJAEP students must match the 300 Course Section records that the students were assigned to while enrolled in the JJAEP. In submission 4, all and only the dual credit courses attempted and/or completed, by students during the summer (between school years), must be reported with a 415 Course Completion record. This reporting requirement is based on the assumption that the LEA has knowledge of the dual credit courses attempted by the Submission 4 due dates published in Section 1 of the PEIMS Data Standards. Given the course participation restrictions placed on students enrolling in college summer school programs, there must not be more than six (6) 415 Course Completion records for a particular STUDENT-ID in Submission 4. In submission 3, for each 415 Course Completion record reported, there must be a 400 Student Basic Attendance and/or 500 Flexible Attendance record with a matching STUDENT-ID where GRADE-LEVEL-CODE is 01-12. This rule is enforced by a fatal edit. In submission 3, for each 415 Course Completion record reported, there must be a corresponding 300 Course Section record with a matching CAMPUS-ID, SERVICE-ID, CLASS-ID-NUMBER, and COURSE-SEQUENCE-CODE. This rule is enforced by a fatal edit. For submission 4, the 300 Course Section and 305 Teacher Class Assignments are not reported. Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) must report the 415 Course Completion record. . Example #1 The following depicts the course offerings for Texas Elementary School (111-111-101) first grade courses for the 2010-2011 school year. Johnny was enrolled for the entire year at Texas Elementary and Billy was only enrolled for the first semester. Each student participated in all of the courses listed below and either passed all coursework, or was passing at the time of withdrawal. 02620010 - Reading, Grade 1 02640010 - Mathematics, Grade 1 02630010 - English Language Arts, Grade 1 02650100 - Science, Grade 1 02660010 - Social Studies, Grade 102510004 - Art, Grade 1 02520005 - Music, Grade 1 02530003 - Physical Education, Grades 1-6 The courses that are taken by Johnny and Billy would be reported as follows: Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentService IDCourse Sequence CodePass/Fail Credit Indicator CodeDual Credit Indicator CodeATC Indicator CodeE0755E0212E0001E0782E0724E0948E0949E1011E1058C042C022C135C136C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 35Column 36Columns 37 - 38Column 39Column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lass ID NumberStudent Begin DateStudent End DateCourse Completion Indicator CodeFiller College Credit HoursFillerE1056E1069E1070E1068E1071E1081C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 77Column 78Columns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 of 415 Student - Course Completion Record Layout COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. PASS/FAIL-CREDIT-INDICATOR-CODE 13 indicates that Johnny passed a non-high school course. PASS/FAIL-CREDIT-INDICATOR-CODE 00 indicates that Billy did not pass his non-high school course. CLASS-ID NUMBERs 00000000000001 00000000000013 indicates the unique numbers assigned to each class that is offered to the students on the campus. STUDENT-BEGIN-DATE 08232010 indicates that the student began the course on August 23, 2010. STUDENT-END-DATE 06032011 indicates that the student finished the course on June 3, 2011. COURSE-COMPLETION-INDICATOR-CODE 1 indicates that Johnny completed the course. STUDENT-END-DATE 12172010 indicates that the student finished the course on December 17, 2010. COURSE-COMPLETION-INDICATOR-CODE 0 indicates that Billy did not complete the course. COLLEGE-CREDIT-HOURS is blank because the students were not taking any dual credit courses. Example #2 The following depicts the course offerings for Plain Elementary School (222-111-102) for the 2010-2011 school year. Henry is a third grade student and Jacob is a sixth grade student. 02010000 - Grade 1 02020000 - Grade 2 02030000 - Grade 3 02040000 - Grade 4 02050000 - Grade 5 02060000 - Grade 6 02520005 - Music, Grade 1 02520006 - Music, Grade 2 02520007 - Music, Grade 3 02520008 - Music, Grade 4 02520009 - Music, Grade 5 02520010 - Music, Grade 6 02530003 - Physical Education, Grades 1-6 The courses that are taken by Henry and Jacob at Plain Elementary School would be reported as follows: Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentService IDCourse Sequence CodePass/Fail Credit Indicator CodeDual Credit Indicator CodeATC Indicator CodeE0755E0212E0001E0782E0724E0948E0949E1011E1058C042C022C135C136C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 35Column 36Columns 37 - 38Column 39Column 40415222111HENRY22211110202030000A1300415222111HENRY22211110202520007A1300415222111HENRY22211110202530003A1300415222111JACOB22211110202060000A1300415222111JACOB22211110202520010A1300415222111JACOB22211110202530003A1300 Class ID NumberStudent Begin DateStudent End DateCourse Completion Indicator CodeFiller College Credit HoursFillerE1056E1069E1070E1068E1081C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 77Column 78Columns 79 - 80000000000000050823201006032011100000000000015082320100603201110000000000002108232010060320111000000000000110823201006032011100000000000018082320100603201110000000000002408232010060320111Explanation of 415 Student - Course Completion Record Layout COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. PASS/FAIL-CREDIT-INDICATOR-CODE 13 indicates that the student passed a non-high school year long course. CLASS-ID NUMBERs 00000000000005, 00000000000015, 00000000000021, 00000000000011, 00000000000018, and 00000000000024 indicate the unique numbers assigned to each class that is offered to the students on the campus. STUDENT-BEGIN-DATE 08232010 indicates that the student began the course on August 23, 2010. STUDENT-END-DATE 06032011 indicates that the student finished the course on June 3, 2011. COURSE-COMPLETION-INDICATOR-CODE 1 indicates the student completed the course. COLLEGE-CREDIT-HOURS is blank because the students were not taking any dual credit courses. Example #3 The following depicts the courses taught at Texas Middle School (111-111-041) seventh grade for the 2010-2011 school year. Susie is a seventh grade student at Texas Middle School and was enrolled in all of the courses listed below during the course of the school year. However, Susie dropped Theatre at the end of the first semester and enrolled in the Art class at the beginning of the second semester. 03200520 - English Language Arts and Reading, Grade 7 03103000 - Mathematics, Grade 7 (1 Unit) 03060700 - Science, Grade 7 03343000 - Social Studies, Grade 703823000 - Physical Education, Grades 7-8 (1/2-2 Units) 03154101 - Music/Band, Grade 7 03253001 - Theatre, Grade 7 03503001 - Art, Grade 7  The courses that are offered by Texas Middle School would be reported as follows: Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentService IDCourse Sequence CodePass/Fail Credit Indicator CodeDual Credit Indicator CodeATC Indicator CodeE0755E0212E0001E0782E0724E0948E0949E1011E1058C042C022C135C136C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 35Column 36Columns 37 - 38Column 39Column 40415111111SUSIE11111104103200520A1300415111111SUSIE11111104103103000A1300415111111SUSIE11111104103060700A1300415111111SUSIE11111104103343000A1300415111111SUSIE11111104103823000A1300415111111SUSIE11111104103154101A1300415111111SUSIE11111104103253001A1300415111111SUSIE11111104103503001A1300 Class ID NumberStudent Begin DateStudent End DateCourse Completion Indicator CodeFiller College Credit HoursFillerE1056E1069E1070E1068E1081C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 77Column 78Columns 79 - 8000000000000001082320100603201110000000000000208232010060320111000000000000030823201006032011100000000000004082320100603201110000000000000508232010060320111000000000000060823201006032011100000000000007082320101217201000000000000000801032011060320111Explanation of 415 Student - Course Completion Record Layout COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. PASS/FAIL-CREDIT-INDICATOR-CODE 13 indicates that the student passed a non-high school year long course. CLASS-ID NUMBERs 00000000000001 00000000000008 indicates the unique numbers assigned to each course that is offered to the students on the campus. STUDENT-BEGIN-DATE 08232010 indicates that the student began the course on August 23, 2010. STUDENT-END-DATE 06032011 indicates that the student finished the course on June 3, 2011. COURSE-COMPLETION-INDICATOR-CODE 1 indicates the student completed the course. COURSE-COMPLETION-INDICATOR-CODE 0 indicates the student did not complete the course. COLLEGE-CREDIT-HOURS is blank because the students were not taking any dual credit courses. Example #4 The following depicts the courses taught for Texas High School (111-111-001) ninth grade students for the fall and spring semesters of the 2010-2011 school year. Hubert was enrolled in English, Algebra, Biology, Physical Education, Music I Band, Art, and Health Education. Hubert completed all of the courses on his schedule, but he did not pass his Biology course. 03220100 - English I (1 Unit) (ENG 1) 03100500 - Algebra I (1 Unit) (ALG 1) 03010200 - Biology (1 Unit) (BIO) 03320100 - World Geography Studies (1 Unit) (W GEO) 03820101 - Physical Education IA (1/2 Unit)- Foundations Of Personal Fitness (PE 1A) 03440100 - Languages Other Than English Level I (1 Unit) - Spanish (SPAN 1)03150100 - Music I Band (1 Unit) (MUS1BAND) 03150500 - Music I Orchestra (1 Unit) (MUS1ORCH) 03150900 - Music I Choir (1 Unit) (MUS1CHOR) 03151300 - Music I Jazz Band (1 Unit) (MUS1JZBN) 03500100 - Art I (1 Unit) (ART 1) 03830100 - Dance I (1 Unit) (DANCE 1) 03810100 - Health Education (1/2 Unit) (HLTH ED) (Internet based instruction) The courses that are taught for the Texas High School ninth graders would be reported as follows: Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentService IDCourse Sequence CodePass/Fail Credit Indicator CodeDual Credit Indicator CodeATC Indicator CodeE0755E0212E0001E0782E0724E0948E0949E1011E1058C042C022C135C136C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 35Column 36Columns 37 - 38Column 39Column 40FALLSEMESTER415111111HUBERT1111110010322010010100415111111HUBERT1111110010310050010100415111111HUBERT1111110010301020010200415111111HUBERT1111110010382010110100415111111HUBERT1111110010315010010100415111111HUBERT1111110010350010010100415111111HUBERT1111110010381010000100SPRINGSEMESTER415111111HUBERT1111110010322010020100415111111HUBERT1111110010310050020100415111111HUBERT1111110010301020020100415111111HUBERT1111110010382010120100415111111HUBERT1111110010315010020100415111111HUBERT1111110010350010020100 Class ID NumberStudent Begin DateStudent End DateCourse Completion Indicator CodeFiller College Credit HoursFillerE1056E1069E1070E1068E1081C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 77Column 78Columns 79 - 80FALLSEMESTER0000000000000108232010121720101000000000000040823201012172010100000000000006082320101217201010000000000000908232010121720101000000000000110823201012172010100000000000014082320101217201010000000000001508232010121720101SPRINGSEMESTER000000000000170103201106032011100000000000020010320110603201110000000000002201032011060320111000000000000250103201106032011100000000000029010320110603201110000000000003101032011060320111Explanation of 415 Student - Course Completion Record Layout COURSE-SEQUENCE-CODE 0 indicates that the course is a one semester course. COURSE-SEQUENCE-CODE 1 indicates that the course is the first part of a two part course. COURSE-SEQUENCE-CODE 2 indicates that the course is the second part of a two part course. PASS/FAIL-CREDIT-INDICATOR-CODE 01 indicates that the student passed the course and credit was received. PASS/FAIL-CREDIT-INDICATOR-CODE 02 indicates that the student failed the course and credit was not received (First occurrence this year). CLASS-ID NUMBERs as listed indicate the unique numbers assigned to each class that is offered to the students on the campus. STUDENT-BEGIN-DATE 08232010 indicates that the student began the course on August 23, 2010. STUDENT-END-DATE 12172010 indicates that the student finished the course on December 17, 2010. STUDENT-BEGIN-DATE 01032011 indicates that the student began the course on January 3, 2011. STUDENT-END-DATE 06032011 indicates that the student finished the course on June3, 2011. COURSE-COMPLETION-INDICATOR-CODE 1 indicates the student completed the course. COLLEGE-CREDIT-HOURS is blank because the students were not taking any dual credit courses. Example #5 At Texas High School (111-111-001), students are permitted beginning in the 11th grade to participate in a dual credit program allowing them to earn up to 12 hours of college credit before graduating from high school. Texas High School allows these dual credit courses to occur in either the regular school year or the summer between school years. For the 2011-2012 school year the following courses are taken. Bobby Student (11th grade) took English III during the fall semester and World Geography in the spring semester at the local community college. Bobby passed English III and failed World Geography. Bobby then took World Geography again in the summer at the local community college and passed the course. Jeffery Student (12th grade) took English IV and World History in the summer at the local community college. Jeffery passed both classes during summer school. Melinda Student (11th grade) took Geometry during the summer at Texas High School in order to get ahead on her high school credits and take additional math courses during the next school year. The Geometry class was taught by Mr. Teacher at the Texas High School campus. StudentCourseSemesterBobby Student03220300 - English III 03220400 - World Geography Studies 03220400 - World Geography StudiesFall semester Community College Spring Semester Community College Summer School Session 1 Community CollegeJeffery Student03320100 - English IV 03340400 World History Summer School Session 1 Community College Summer School Session II Community CollegeMelinda Student03100700 - GeometrySummer School Texas High School  The courses that were taken by these three Texas High School students would be reported as follows: Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentService IDCourse Sequence CodePass/Fail Credit Indicator CodeDual Credit Indicator CodeATC Indicator CodeE0755E0212E0001E0782E0724E0948E0949E1011E1058C042C022C135C136C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 35Column 36Columns 37 - 38Column 39Column 40FALLSEMESTER415111111BOBBY1111110010322030000110SPRINGSEMESTER415111111BOBBY1111110010322040000210SUMMERSEMESTER415111111JEFFREY1111110010332010000110415111111JEFFREY1111110010334040000110415111111BOBBY1111110010322040000110 Class ID NumberStudent Begin DateStudent End DateCourse Completion Indicator CodeFiller College Credit HoursFillerE1056E1069E1070E1068E1081C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 77Column 78Columns 79 - 80FALLSEMESTERDUALCREDIT0001082320111209201213SPRINGSEMESTERDUALCREDIT0002010920120518201210SUMMERSEMESTERDUALCREDIT0003060420120713201213DUALCREDIT0004060420120713201213DUALCREDIT0005060420120713201213Explanation of 415 Student - Course Completion Record Layout SERVICE-ID 03220300 indicates English III SERVICE-ID 03220400 indicates World Geography Studies SERVICE-ID 03220100 indicates English IV SERVICE-ID 03340400 indicates World History Note: SERVICE-ID 03100700 is not reported since Melinda was not taking a dual credit course during the summer. COURSE-SEQUENCE-CODE 0 indicates that the course is a single semester course. PASS/FAIL-CREDIT-INDICATOR-CODE 01 indicates that the student passed the course and credit was received. PASS/FAIL-CREDIT-INDICATOR-CODE 02 indicates that the student failed the course and credit was not received (First occurrence this year). CLASS-ID NUMBERs DUALCREDIT0001, DUALCREDIT0002, DUALCREDIT0003, DUALCREDIT0004, and DUALCREDIT0005 indicate the unique numbers assigned to each dual credit course by Texas High School. STUDENT-BEGIN-DATE 08232011 indicates that the student began the course on August 23, 2011. STUDENT-END-DATE 12092011 indicates that the student finished the course on December 9, 2011. STUDENT-BEGIN-DATE 01092012 indicates that the student began the course on January 9, 2012. STUDENT-END-DATE 05182012 indicates that the student finished the course on May 18, 2012. STUDENT-BEGIN-DATE 06042012 indicates that the student finished the course on June 4, 2012. STUDENT-END-DATE 07132012 indicates that the student began the course on July 13, 2012. COURSE-COMPLETION-INDICATOR-CODE 1 indicates the students completed the courses. COLLEGE-CREDIT-HOURS 3 indicates that the student earned 3 hours of college credit for the dual credit course because the course was passed. COLLEGE-CREDIT-HOURS 0 indicates the student earned 0 hours of college credit for the dual credit course because the course was failed. 425 DISCIPLINARY ACTION DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 46425425 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 80Description The 425 Disciplinary Action Data Student Data record indicates the student classroom removals based upon the student code of conduct violations enforced by the LEA. This data is mandated for collection by Texas Education Code TEC 37.020. The data record also indicates the incidents of truancy for which the LEA has filed charges against the student and/or the students parent/guardian. Business Rules and Reporting Requirements INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 425 Disciplinary Action records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. For the 425 Discipline Assignment record, CAMPUS-ID-OF-ENROLLMENT must indicate the campus on which the student was enrolled when the disciplinary violation occurred. For all continuation disciplinary assignments, the CAMPUS-ID-OF-ENROLLMENT must be the campus at which the student is enrolled (PEIMS 400 Student - Basic Attendance Record/500 Flexible Attendance Record) for instructional services. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID-OF-ENROLLMENT on a 400 Student - Basic Attendance Record and/or 500 Student - Flexible Attendance record with a matching STUDENT-ID. CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT (E1003) indicates the unique campus identification number of the campus in which the student was placed for disciplinary reasons. CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT will be blank when a campus of disciplinary assignment is not appropriate. Examples of this situation include out-of-school suspension, expulsion without placement in another educational setting, and truancy actions. DISCIPLINARY-ACTION-NUMBER (E1004) indicates the differentiation between two or more separate disciplinary actions reported with identical values for STUDENT-ID and CAMPUS-ID-OF-ENROLLMENT. DISCIPLINARY-ACTION-NUMBER is used to differentiate between separate disciplinary actions for a particular student on a particular campus. For example, while Janice was enrolled on Campus 002, she had DISCIPLINARY-ACTION-NUMBERs 001-013 reported on her 425 Student - Disciplinary Action records for Campus 002. After Janice moved to Campus 005, she had DISCIPLINARY-ACTION-NUMBERs 001-004 reported on her 425 Student - Disciplinary Action records for Campus 005. However, LEAs/campuses may choose any numbering sequence, as long as the same number is not repeated for a particular student at a particular campus. DISCIPLINARY-ACTION-CODE (E1005) indicates the type of disciplinary action taken for a student. Refer to Appendix E for detailed definitions of the disciplinary action codes. DISCIPLINARY-ACTION-REASON-CODE (E1006) indicates the reason a student was subject to a disciplinary action. Refer to Appendix E for detailed definitions of each disciplinary action reason codes. OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT (E1007) indicates the official length in days of a students disciplinary assignment. Include only instructional school days when calculating this number. For ISS, OSS, JJAEP, DAEP, and Expulsion assignments that involve any part of a day, the OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT and/or ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT field should be rounded up to the next whole number. (For example, if a student is suspended out of school for 2.5 days, then there should be one 425 Student - Disciplinary Action record where the OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT and/or ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT field should be reported with a value of 3.) ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT (E1008) indicates the actual length in days of a students disciplinary assignment. For ISS, OSS, JJAEP, DAEP, and Expulsion assignments that involve any part of a day, the OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT and/or ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT field should be rounded up to the next whole number. (For example, if a student is suspended out of school for 2.5 days, then there should be one 425 Student - Disciplinary Action record where the OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT and/or ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT field should be reported with a value of 3.) DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE (E1009) indicates the reason for the difference, if any, between the official and actual lengths of a students disciplinary assignment. DISCIPLINARY-INCIDENT-NUMBER (E1016) designates an incident that occurs on a campus and results in one or more disciplinary actions for one or more students. If, on a single campus, more than one student is involved in an incident that results in disciplinary action(s), all of the 425 Student - Disciplinary Action records for all the students must show the same incident number. Each district/campus must develop a system for assigning incident numbers. The same incident numbers can be used on multiple campuses, since incident numbers are required to be unique at a campus, but not for the district. DISCIPLINARY-INCIDENT-NUMBER allows information users to see the connection between two or more students involved in a single incident and/or two or more disciplinary actions for the same incident. The same DISCIPLINARY-INCIDENT-NUMBER may appear on several 425 Student - Disciplinary Action records for a given student. The same DISCIPLINARY-INCIDENT-NUMBER may also appear on the 425 Student - Disciplinary Action records of more than one student. A particular DISCIPLINARY-INCIDENT-NUMBER may be duplicated for unrelated events across campuses in a particular district, but within a particular campus, the duplication of DISCIPLINARY-INCIDENT-NUMBERs must be related to the same event. REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. In those situations where an incident resulting in disciplinary action occurs in one reporting period and the actual disciplinary action occurs in a subsequent reporting period, REPORTING-PERIOD-INDICATOR-CODE should be the reporting period in which the disciplinary assignment was ordered. DATE-OF-DISCIPLINARY-ACTION (E1036) indicates the date on which the disciplinary assignment was ordered. This may or may not reflect the date on which the disciplinary infraction occurred. This date may or may not reflect the date on which the disciplinary assignment begins. For continuation assignments this date reflects the first day of the school year of the continuation. DATE-OF-DISCIPLINARY-ACTION must be a valid date. This rule is enforced by a fatal edit. CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY (E1037) indicates the instructional campus on which the student was enrolled when the student code of conduct violation occurred and the disciplinary assignment was made, or for a continuation disciplinary assignment the campus that the student would attend under all normal circumstances if not under a disciplinary assignment. CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY must be a valid campus. This rule is enforced by a fatal edit. CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY will identify the campus that is the owner of the students accountability. For most 425 Student - Disciplinary Action records the CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY field will be the same value as the CAMPUS-ID-OF-ENROLLMENT field. For continuation disciplinary assignments, the CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY field will be a different value from the CAMPUS-ID-OF-ENROLLMENT field when the students enrollment has been changed to a disciplinary campus type such as DAEP or JJAEP. The following common scenarios provide guidance on reporting the correct CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY: 1. If the student is enrolled in the same district that made the original disciplinary assignment, and the student is continuing the disciplinary assignment, then the regular education campus that the student would now attend under all normal circumstances must be identified as the CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY on the PEIMS 425 Student - Disciplinary Action record. 2. If the student has been promoted or moved from the original campus making the disciplinary assignment, then the regular education campus that the student would now attend under all normal circumstances must be identified as the CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY on the PEIMS 425 Student - Disciplinary Action record. 3. If the student has changed school districts and the new district is going to continue the disciplinary assignment, then the regular education campus that the student would now attend under all normal circumstances must be identified as the CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY on the PEIMS 425 Student - Disciplinary Action record. 4. A campus registered in the Texas School Directory as a DAEP should never be reported as the CAMPUS-ID-OF-DISCIPLINARY RESPONSIBILITY. If the student violates the Student Code of Conduct while at the DAEP an additional disciplinary assignment may take place and the CAMPUS-ID-OF-DISCIPLINARY RESPONSIBILITY will be the regular education campus the student would attend if not in the DAEP. 5. A JJAEP can never be the CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY because once the student has been expelled to a JJAEP; no further 425 Student - Disciplinary Action records are reported for disciplinary actions that occur while the student is in the JJAEP. BEHAVIOR-LOCATION-CODE (E1083) indicates where a student committed an applicable offense that is enumerated in Texas Education Code 37.006 or 37.007. (On/off campus, school related activities, etc) The Behavior Location Code identifies those DISCIPLINARY-ACTION-REASON-CODEs that have a location specified in the Texas Education Code Chapter 37. In most cases where the BEHAVIOR-LOCATION-CODE is applicable to a particular DISCIPLINARY-ACTION-REASON-CODE, there is more than one possible action for that DISCIPLINARY-ACTION-REASON-CODE depending upon where the behavior occurred. If a DISCIPLINARY-ACTION-REASON-CODE only has a BEHAVIOR-LOCATION-CODE of 00 - Not Applicable, then the Texas Education Code Chapter 37 is silent as to a location of the behavior and it does not matter where the behavior occurred so long as the local Student Code of Conduct addresses the LEAs ability to take action for the behavior where it occurred. Please refer to Appendix E for a complete guide to all DISCIPLINARY-ACTION-REASON-CODEs, the related BEHAVIOR-LOCATION-CODEs, and the allowable actions per Texas Education Code Chapter 37. Reporting Requirements The 425 Disciplinary Assignment record is only reported in submission 3. A PEIMS 425 Student - Disciplinary Action record must be reported for each disciplinary action that results in a removal of a student from any part of their regular academic program. A single student will have multiple 425 Student - Disciplinary Action records if removed from his/her classroom more than once. Every disciplinary action that results in the removal of a student from any part of their regular academic program will be categorized in one of the following general categories: In-School Suspension (ISS), Out-of-School Suspension (OSS), Expulsion, Juvenile Justice Alternative Education Program (JJAEP), or DAEP assignments. Refer to PEIMS Code Table C164 Discipline Action Code for the specific actions to be reported. The 425 discipline record data is also required by TEC, Chapter 37, P.L. 107-110 - No Child Left Behind (NCLB), and IDEA 2004, which includes students who are receiving special education and related services. TEA will maintain the privacy of this personally identifiable information in accordance with FERPA. For each 425 Discipline Action record there must be a 400 Student - Basic Attendance Record and/or 500 Student - Flexible Attendance record with a matching STUDENT-ID. A 425 Student - Disciplinary Action record is created if a student is placed in a JJAEP. However, once in the JJAEP, no further 425 Student - Disciplinary Action records are reported for disciplinary actions that occur while in the JJAEP. The only exception to this rule is when a student is continuing a JJAEP assignment from either a prior school district or prior school year. The use of DISCIPLINARY-ACTION-CODEs 50 - 61 are limited to those occasions when a Special Education hearing officer assigned by the TEA has been brought in to preside over the Discipline Action Hearing. Anytime a disciplinary action spans multiple school years or multiple school districts, the reporting period indicator code for continuation assignments should be the reporting period in which the continuation assignment is made in the subsequent school year or by the subsequent school district. Be sure that continuation DISCIPLINARY-ACTION-CODEs 08-12, 15, 55-59 or 61 are used when continuing a disciplinary assignment from a prior year or prior district. For districts operating DAEPs, or participating in Shared Service Arrangements for DAEP services, or participating in a Memorandum of Understanding (MOU) for JJAEPs, all days of operation for student attendance must be reported through PEIMS Submission 3. There is no Summer School Program period for disciplinary programs such as DAEPs or JJAEPs and all days of student attendance for disciplinary assignments must be reported through PEIMS Submission 3. Each district has control over when its district's calendar for a DAEP or JJAEP begins and ends. For example, if the JJAEP has a 220 day calendar, and a school districts traditional calendar runs from August 15, 20XX through May 30, 20YY, then the calendar for the JJAEP could potentially run from June 1, 20XX through May 30, 20YY or some variation such that the districts ability to report PEIMS data for Submission 3 by the required due dates is not impaired. For the behaviors identified in TEC 37.006, refer to the Mandatory DAEP Placement column on the Chart for Determining Mandatory Placement and Expulsion Codes at the end of Appendix E. For students identified with one of these behaviors there must be a 425 Student - Disciplinary Action record illustrating at least one day of removal to a DAEP unless the student is a student receiving special education services for whom a manifestation hearing is held in accordance with IDEA and a determination made that the mandatory action is not appropriate and will not be taken. When the mandatory action is not taken and another action is taken, the district must submit a 425 Student - Disciplinary Action record with DISCIPLINARY-ACTION-CODE 27 and a record with the action(s) taken by the district. Both records must have the same DISCIPLINARY-INCIDENT-NUMBER. For the behaviors identified in TEC 37.007, refer to the Mandatory Expulsion column on the Chart for Determining Mandatory Placement and Expulsion Codes at the end of Appendix E. For students identified with one of these behaviors there must be a 425 Student - Disciplinary Action record illustrating at least one day of expulsion to either a JJAEP, DAEP, or no academic setting based upon the requirements in state law and/or district policy unless the student is a student receiving special education services for whom a manifestation hearing is held in accordance with IDEA and a determination made that the mandatory action is not appropriate and will not be taken. When the mandatory action is not taken and another action is taken, the district must submit a 425 Student - Disciplinary Action record with DISCIPLINARY-ACTION-CODE 27 and a record with the action(s) taken by the district. Both records must have the same DISCIPLINARY-INCIDENT-NUMBER. A single incident/offense may result in multiple disciplinary actions. In such cases, multiple 425 Student - Disciplinary Action records must be reported for each action taken against a particular student for a particular incident/offense. See Example #2 of this section. If DISCIPLINARY-ACTION-CODE is 50-61, then there must be at least one 405 and/or 505 Student - Special Education Flexible Attendance record with a matching STUDENT-ID and REPORTING-PERIOD-INDICATOR-CODE or one 400 Student - Basic Attendance Record and/or 500 Student - Flexible Attendance record with a matching STUDENT-ID and REPORTING-PERIOD-INDICATOR-CODE where TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT is not 0000. If DISCIPLINARY-ACTION-CODE IS "27", then there must be a 405 and/or 505 Student - Special Education Flexible Attendance record with a matching STUDENT-ID and DISTRICT-ID or there must be a 400 Student -Basic Attendance Record and/or 500 Student - Flexible Attendance record with a matching STUDENT-ID and DISTRICT-ID where TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT is greater than 0. A student should not have more disciplinary removals in a six week reporting period than there are days in membership (sum of TOTAL-ELIGIBLE-DAYS-PRESENT, TOTAL INELIGIBLE DAYS-PRESENT and TOTAL-DAYS-ABSENT) on a 400 record for that student during that same reporting period. A student should not have more than one day of disciplinary removal assigned or served for a Partial Day Out-Of-School Suspension or Partial Day In-School Suspension (DISCIPLINARY-ACTION-CODEs 25 or 26). For Partial Day In-School Suspensions or Partial Day Out-Of-School Suspensions, the OFFICIAL-LENGTH-OF DISCIPLINARY-ASSIGNMENT and ACTUAL-LENGTH-OF DISCIPLINARY-ASSIGNMENT cannot be greater than one (1) day. Disciplinary removal assignments to Out-Of-School Suspension or In-School Suspension that are greater than one day must be coded with DISCIPLINARY-ACTION-CODEs 05 or 06. An exception to this rule would be an instance where the teacher has permanently removed a student from their classroom (DISCIPLINARY-ACTION-CODE 01) and the campus administrator has no other academic setting available for the student for this particular time period/subject. For all of the 425 PEIMS records reported by a district or charter school there may only be one instance of the values for CAMPUS-ID-OF-ENROLLMENT, STUDENT-ID, DISCIPLINARY-INCIDENT-NUMBER, DISCIPLINARY-ACTION-CODE and DATE-OF-DISCPLINARY-ACTION. Whenever a student is reported with multiple 425 PEIMS records at the same CAMPUS-ID-OF-ENROLLMENT, at least one of the elements DISCIPLINARY-INCIDENT-NUMBER, DISCIPLINARY-ACTION-CODE, or DATE-OF-DISCPLINARY-ACTION must be different. Special Reporting Requirements For purposes of discipline data reported to TEA, the attendance/PEIMS data personnel are only responsible for entering information that has been provided to them by the Superintendent or their designee(s) who are responsible for applying the Student Code of Conduct to student behavior. In no case should attendance/PEIMS data personnel be responsible for determining a student's coding information for discipline actions taken. The 425 Student - Disciplinary Action Record Chart for Determining Mandatory Placements and Expulsions located in Appendix E illustrates those occasions where mandatory action(s) must be taken. If the offense committed falls under either Mandatory DAEP Placement or Mandatory Expulsion, then the district should report at least one (1) 425 Student - Disciplinary Action record that matches the chart. Appropriate exceptions would include students receiving special education services for whom a manifestation ARD was held in accordance with the Individuals with Disabilities Education (omit-Improvement) Act (IDEA) and it was determined a link existed between the students behavior and the students disability. In reporting such an exception, the district must submit one record with DISCIPLINARY-ACTION-CODE 27 and another record(s) with the DISCIPLINARY-ACTION-CODE(s) that was taken by the district using the same incident number linking the records together. Another exception is when a school district determines that the mandatory disciplinary action will not be taken because the district considered one or more of the TEC, 37.001(a)(4) provisions that requires the district to consider self defense, intent or lack of intent, students disciplinary history, or disability that substantially impairs the students capacity to appreciate the wrongfulness of the students conduct as a factor in a decision to order suspension, removal to a disciplinary alternative education program, or expulsion. The district must submit one record with DISCIPLINARY-ACTION-CODE 28 and another record(s) with the DISCIPLINARY-ACTION-CODE(s) of the action(s) that were taken by the district using the same incident number linking the records together. TRUANCY: Truancy data reporting is a federally mandated requirement under the NCLB. A 425 Student - Disciplinary Action record on truancy can only be generated after the court has made a finding (disposition/order) of truancy. Filing charges with the court does not constitute truancy in and of itself. If a court hearing does not occur during the school year in which the truancy charges were filed a 425 Student - Disciplinary Action record for truancy cannot be generated during that school year. A 425 Student - Disciplinary Action record could be generated the following school year upon completion of the court proceedings and findings of truancy by the court only if the student enrolls and is in attendance in the district the following school year. Refer to Appendix E for additional information regarding reporting truancy violations though the PEIMS 425 data record. Example #1 Mandatory DAEP with Special Education/Mandatory DAEP/Assault On September 5,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011, Austin Student (Student ID 888000099) and Lea Pupil (Student ID 456000078) assaulted Johnny Achiever. Austin Student and Lea Pupil assaulted Johnny Achiever which resulted in bodily injury to Johnny Achiever. Austin student is in special education. On September 06,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011, two conference meetings were held (one for each student and their parents) to provide the due process requirements for a behavior that requires a mandatory DAEP placement. As a result of each conference meeting, Lea Pupil was assigned to the district Off-Campus DAEP located at campus number 003 for 30 school days. Austin Student wasnt assigned to the district Off-Campus DAEP because the behavior was a manifestation of his disability. The information for Austin and Lea would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 4642599999988800009999999900199999900100106270034259999994560000789999990019999990010020428030 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 800030000129610906 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011999999001010030000129610906 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 201199999900101Explanation of 425 Student - Disciplinary Action Record Layout CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Austin and Lea were enrolled at campus 001 when the disciplinary infraction occurred. CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999003 indicates that Austin and Lea were removed to campus 003. DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular students disciplinary action from other disciplinary actions of the same student. Because there are two disciplinary removals, both Austin and Lea will have DISCIPLINARY-ACTION-NUMBERs 001 and 002. DISCIPLINARY-ACTION-CODE 06 indicates that Austin and Lea received in-school suspension assignments. DISCIPLINARY-ACTION-REASON-CODE 04 indicates that the cause of the disciplinary action was Possession, sale, use, or under the influence of marihuana or other controlled substance - TEC 37.006(a)(3), 37.007(b), and 37.007(a)(3), as described in the Student Code of Conduct. OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Austin and Lea were given 3 days of ISS. OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 030 indicates that Lea was assigned 30 days at the Off-campus DAEP. OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 010 indicates that Lea was assigned 10 days at the On-Campus DAEP to complete his unfinished assignment. ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Austin and Lea spent 3 days in ISS. ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 030 indicates that LEA spent 30 days at the Off-Campus DAEP. ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 020 indicates that Lea spent 20 days at the Off-Campus DAEP. ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 010 indicates that Lea spent 10 days in the On-Campus DAEP to complete his unfinished assignment. DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 07 indicates that Lea withdrew from school prior to completing his DEAP assignment. DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference in the OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT and the ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT. DISCIPLINARY-INCIDENT-NUMBER 001296 is the number that was assigned to the incident by campus 001. Since Austin and Lea were involved in the same incident, all four (4) of their 425 Student - Disciplinary Action records at district 999999 show the same incident number. DISCIPLINARY-INCIDENT-NUMBER 000350 is the number that was assigned to the incident by ABC ISD campus 002. REPORTING-PERIOD-INDICATOR-CODE 1 indicates that the disciplinary assignment was made during the first reporting period. REPORTING-PERIOD-INDICATOR-CODE 2 indicates that the disciplinary assignment was made during the second reporting period. DATE-OF-DISCIPLINARY-ACTION 0905 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the ISS assignments were ordered on September 6,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011. DATE-OF-DISCIPLINARY-ACTION 0908 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the DAEP assignments were ordered on September 6,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011. DATE-OF-DISCIPLINARY-ACTION 1006 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the continuation DAEP assignment was ordered on October 6,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011. CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY 999999001 indicates that campus 001 is the campus responsible for making the disciplinary assignments and reviewing the placement status of the students while assigned to the DAEP. CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY 999999002 indicates that campus 002 is the campus responsible for making the disciplinary assignments and reviewing the placement status of the students while assigned to the DAEP. Example #2 Mandatory JJAAEP/Non HHAEP On June 3,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011 Rex Learner, who attends a school in a county which is not required to operate a JJAEP, brought a firearm to school in his backpack. Rex is not a special education student. He was immediately suspended out of school for three days. On June 6,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011, after Rexs three-day OSS, an expulsion hearing was convened to provide the due process requirements for a behavior that requires an expulsion. At the expulsion hearing attended by Rex and his parents, the events of the offense were reviewed and according to the requirements of the law, it was determined that Rex must be expelled for a year. In order to prevent academic regression it was also determined that Rex would serve the term of his expulsion in the Off-Campus DAEP. For the  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2010-2011 school year, only 100 days remained in the school year at the time of expulsion. The information on Rex would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 4642599999900045678999999900100805110034259999990004567899999990019999990020090411180 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 800030000092740603 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011999999001011500800092740603 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 201199999900101Explanation of 425 Student - Disciplinary Action Record Layout CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Rex was enrolled at campus 001 when the disciplinary infraction occurred. CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT is not applicable for OSS. CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999002 indicates that the expulsion with placement to an Off-Campus DAEP assignment is at campus 002. DISCIPLINARY-ACTION-NUMBER 008 is an arbitrary number to distinguish this students disciplinary action from this students other disciplinary actions. DISCIPLINARY-ACTION-CODE 05 indicates that Rex received OSS. DISCIPLINARY-ACTION-REASON-CODE 11 indicates that the cause of the disciplinary action was Use, exhibition, or possession of a firearm - TEC 37.007(a)(1)(A) and 37.007(e) and/or brought a firearm to school - TEC 37.007(e). OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Rex was given 3 days of OSS. Example #2 (continued) ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Rex was actually in OSS for 3 days. OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 180 indicates that Rex was given 80 days term of expulsion with placement to an Off-Campus DAEP. ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 100 indicates that there were only 100 school days remaining in the  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2010-2011 school year at the time of the expulsion with placement to an Off-Campus DAEP. DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference. DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 08 indicates that the school year ended before Rex could complete his expulsion with placement to an Off-Campus DAEP assignment. DISCIPLINARY-ACTION-NUMBER 009 is an arbitrary number to distinguish this students disciplinary action from this students other disciplinary actions. DISCIPLINARY-INCIDENT-NUMBER 000927 designates the incident number assigned by the campus. REPORTING-INDICATOR-CODE 2 indicates that the disciplinary assignment was made during the first reporting period. DATE-OF-DISCIPLINARY-ACTION 1103 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the OSS assignment was ordered on June 3,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011. DATE-OF-DISCIPLINARY-ACTION 1106 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the expulsion with placement to an Off-Campus DAEP assignment was ordered on June 3,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011. CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY 999999001 indicates that campus 001 is the campus responsible for making the disciplinary assignments and reviewing the placement status of the students while assigned to the DAEP. Example #2 (continued) During the subsequent school year, the remaining 80 days of expulsion with placement to an Off-Campus DAEP will be reported on a 425 Student - Disciplinary Action record using DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 09 to indicate the continuation of a previous years disciplinary action assignment. The OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT will be 100, the ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT will be 030, and the REPORTING-PERIOD-INDICATOR-CODE will be the reporting period in which the district takes action to continue the prior school years expulsion. The DISCIPLINARY-ACTION-CODE will be 11 to indicate that the action taken is a continuation expulsion from the prior school year. The same DISCIPLINARY-ACTION-REASON-CODE 11 is used in the continuation record in the subsequent school year. Example of Discipline Reporting in the Subsequent School Year Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 464259999990004567899999990029999990020011111180 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 8003009000100108152008999999001 Example #3 Discretionary Expulsion The Texas boys, Jack and John, were caught drinking alcohol behind Learning Junior High School. The judge assessed no fine because of the boys ages. Being minors they cannot be required to pay a fine and because the boys are responsible for their truancy in this case, the parents cannot be forced to pay a fine either. The judge sentenced the boys to community service time. The campus administration conducted an expulsion hearing to expel these students to a DAEP. Campus administration expelled the students to DAEP for 30 days because it was their second offense. The information on Jack and John would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 4642599999955500006699999904100104050304259999993300000119999990410010505030 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 80300000010050301 DOCPROPERTY DS_End_Yr \* MERGEFORMAT 201199999904101300000010050301201199999904101Explanation of 425 Student - Disciplinary Action Record Layout CAMPUS-ID-OF-ENROLLMENT 999999041 indicates that Jack and John were enrolled at campus 041 when the truancy problem was discovered. DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular student's disciplinary action from other disciplinary actions of the same student. DISCIPLINARY-ACTION-CODE 17 indicates that Truancy Charges were filed and no fine was assessed. DISCIPLINARY-ACTION-REASON-CODE 43 indicates that the cause of DISCIPLINARY-ACTION-NUMBER 001 was student with at least 3 unexcused absences in a four week period. OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Jack and John were not given disciplinary assignments that resulted in removal from their regular classes. ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Jack and John served no time away from their regular classes. DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference between the official and actual lengths of disciplinary assignment. DISCIPLINARY-INCIDENT-NUMBER 000100 is the number that was assigned to the incident by campus 041. Example #3 (continued) REPORTING-PERIOD-INDICATOR-CODE 1 indicates that this disciplinary action occurred in the first reporting period. DATE-OF-DISCIPLINARY-ACTION 03012011 indicates that the date of the disciplinary action was March 1,  DOCPROPERTY DS_End_Yr \* MERGEFORMAT 2011. CAMPUS-ID-DISCIPLINARYRESPONSIBILITY 999999041 indicates that campus 041 is the campus responsible for the disciplinary action. Example #4 Discretionary DAEP Placement On December 15,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011, Earnest Learner, a 16 year old student held up and robbed the cash register contents of a local corner store. He was arrested by the local police and released to his parents. The incident was investigated by the school district staff and no crime was believed to be committed on campus grounds so Student was not placed in DAEP. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 464259999994500000219999991019999990010010610001 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 800010010100131215 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 201199999910104Explanation of 425 Student - Disciplinary Action Record Layout CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999001 indicates that Ima was placed in the ISS program located at campus 001. DISCIPLINARY-ACTION-CODE 06 indicates that Earnest Student was placed in the ISS program. DISCIPLINARY-ACTION-REASON-CODE 10 Based On Conduct Occurring Off Campus And While The Student Is Not In Attendance At A School-Sponsored Or School-Related Activity For Felony Offenses Not In Title 5, Penal Code TEC 37.006(d) and TEC 37.007(b)(4). REPORTING-PERIOD-INDICATOR-CODE 3 indicates that the disciplinary assignments were made in the third reporting period. Example #5 Code of Conduct-Fireworks in Locker On December 12,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011, Bobby Sage, a 16 year old student brought fireworks to school and they were found in his locker by campus principal. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 464259999994500000219999991019999990010010521003 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 800030010100131215 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 201199999910104Explanation of 425 Student - Disciplinary Action Record Layout DISCIPLINARY-ACTION-CODE 05 indicates Bobby Sage was suspended from school for 3 days. DISCIPLINARY-ACTION-REASON-CODE 21 Indicates Bobby Sage was in violation of student code of Conduct Not Included Under TEC 37.002(b), 37.006, or 37.007 (does not include student code of conduct violations covered in reason codes 33 and 34) REPORTING-PERIOD-INDICATOR-CODE 3 indicates that the disciplinary assignments were made in the third reporting period. Example #6 Truancy On December 12,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2011, Sally School, a 14 year old student missed 10 days of school. The absences were investigated by the school district staff. The findings indicated the parent was at fault. Truancy charges were filed in Juvenile Municipal or Justice of the Peace court and no fine was assessed. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeOfficial Length of Disciplinary AssignmentE0755E0212E0001E0782E1003E1004E1005E1006E1007C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43Columns 44 - 464259999994500000219999991019999990010011742000 Actual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityBehavior Location CodeFillerE1008E1009E1016E0934E1036E1037E1083C166C130C190Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 77Columns 78 - 800000010100131215 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 201199999910101Explanation of 425 Student - Disciplinary Action Record Layout DISCIPLINARY-ACTION-CODE 17 indicates Sally School was being investigated for Truancy. DISCIPLINARY-ACTION-REASON-CODE 42 indicates Sally Schools Truancy (failure to attend school) was attributed to Parent contribution TEC 25.093(a) REPORTING-PERIOD-INDICATOR-CODE 3 indicates that the disciplinary assignments were made in the third reporting period. 435 STUDENT RESTRAINT - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of Restraint EventRestraint Instance NumberInstructional Setting CodeReporting Period Indicator CodeRestraint Reason CodeE0755E0212E0001E1032E1035E0173E0934E1033C042C035C130C173Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 33Columns 34 - 35Column 36Columns 37 - 38435435 Primary Disability CodeDate of Restraint EventRestraint Staff Type CodeSpecial Ed Indicator CodeFillerE0041E1034E1516E0794C053C194C088Columns 39 - 40Columns 41 - 48Column 49-50Column 51Columns 52 - 80 Description The 435 Student Restraint Data record captures the restraint data for 1) the restraints of all students that are administered by school district police officers and school resource officers working with a LEA under a local MOU, and 2) special education students that are restrained by school district/charter school employees and volunteers. Texas Education Code 37.0021 and TAC 89.1053(b)-(c). Please refer to TAC 89.1053 for additional operational rules related to the management of special education student restraint events. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 435 Student restraint records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-RESTRAINT-EVENT (E1032) indicates the unique campus identification number of the campus at which a student was restrained for emergency purposes. This campus ID may or may not reflect the campus ID where the student was enrolled (within the district) but does reflect the campus ID at which the student was restrained. The last three characters of CAMPUS-ID-OF-RESTRAINT-EVENT must be in the range of 001 698. CAMPUS-ID-OF- RESTRAINT-EVENT must match CAMPUS-ID on a 020 Campus record. CAMPUS-ID-OF-RESTRAINT-EVENT indicates the unique campus identification number of the campus within the district at which a student was restrained. This campus ID may or may not reflect the campus ID where the student was enrolled but does reflect the campus ID at which the student was restrained. If the restraint instance does not take place on a school campus, the CAMPUS-ID-OF-RESTRAINT-EVENT should reflect the CAMPUS-ID-OF-ENROLLMENT for the student. If the restraint occurs on a JJAEP campus, the corresponding restraint record must be reported by the students home district and campus where the student is enrolled. RESTRAINT-INSTANCE-NUMBER (E1035) indicates a restraint instance that occurs on a campus. It allows a district or campus to assign a unique identification number to a restraint event to distinguish between multiple instances of restraint that might occur at the same school on the same date for a given student. INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students. The INSTRUCTIONAL-SETTING-CODE is defined as an optional field for the 435 Student Restraint record. It must be reported (must not be blank) when a special education student is restrained by a school employee/volunteer, or a school district police officer/SRO. The INSTRUCTIONAL-SETTING-CODE will be blank when a student who is restrained in not a special education student. REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. For the purposes of reporting student restraints, the REPORTING-PERIOD-INDICATOR-CODE on the 435 Student Restraint record is limited to Reporting Period codes 1 6. RESTRAINT-REASON-CODE (E1033) indicates that a student was physically or mechanically restrained due to imminent serious physical harm to themselves or others, imminent serious property destruction, or a combination of both imminent serious physical harm to themselves or others and imminent serious property destruction. PRIMARY-DISABILITY-CODE (E0041) indicates the type of primary disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC 89.1040. PRIMARY-DISABILITY-CODE must be reported when a student restraint occurs for a special education student. This is regardless of whether the student was restrained by a LEA employee/volunteer, or a LEA police officer/SRO. The PRIMARY-DISABILITY-CODE must be blank when a student who is restrained in not a special education student. DATE-OF-RESTRAINT-EVENT (E1034) indicates the actual date on which a student with a disability was restrained for emergency purposes. RESTRAINT-STAFF-TYPE-CODE (E1516) indicates the kind of school staff person that performed a student restraint. School staff persons performing student restraints are divided into two categories: 1) LEA employees or volunteers, and 2) LEA police officers or school resource officers (SRO). LEA employees for the purposes of the 435 Student Restraint record are not law enforcement personnel. Student restraints performed by these staff are only reported if the student was a special education student at the time of the restraint event. Do not report non-special education student restraints performed by LEA employees or volunteers. LEA police officers are licensed peace officers who are employed by a police department created by a particular LEA school board. School Resource Officers (SRO) are licensed peace officers who are employed by a state, county, or municipal law enforcement agency who through contract with a school district or charter school provide a police presence at a school district or charter school, or at a school campus. SPECIAL-ED-INDICATOR-CODE (E0794) indicates whether the student is participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. (See 34 CFR 300.13 and 19 TAC 89.1060 and 89.1090.) Reporting Requirements The 435 Student Restraint record is collected in Submission 3 only. For each student reported on a 435 Student Restraint record, there must be a 400 Student - Basic Attendance Record or 500 Student Flexible Attendance record with a matching STUDENT-ID. The data entered on the 435 Student Restraint record for a particular restraint event should reflect current data for the student as of the time the restraint event occurred. Do not report student restraint events that are performed by law enforcement personnel who are not employed by a LEA police department or who are not serving as an SRO under a MOU with a LEA. Special Reporting Requirements The Texas School for the Deaf, Texas School for the Blind and Visually Impaired and the Texas Juvenile Justice Department (formerly TYC) are required to report 435 Student Restraint records for their respective populations related to restraint events that occur within the educational program of the school and subject to any limitations imposed by TEC 37.0021.  EMBED Visio.Drawing.11  Example #1 Two students, attending Jackson Elementary in Learning ISD were restrained a total of three (3) times during a reporting period by an SRO or Police Officer with an MOU with the LEA. Jane Student is a special education student and John Student is not a special education student. The reported records indicate changes in instructional setting for the students during the reporting period and a change in the reason for restraint across the three occurrences and under the two instructional settings. Input Record Type CodeDistrict IDStudent IDCampus ID of Restraint EventRestraint Instance NumberInstructional Setting CodeReporting Period Indicator CodeRestraint Reason CodeE0755E0212E0001E1032E1035E0173E0934E1033C042C035C130C173Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 33Columns 34 - 35Column 36Columns 37 - 38435999999560000099999999111000032421014359999995600000999999991110000454110143599999956000009999999911100008743101435999999560000098999999111000099101435999999560000098999999111000101101435999999560000098999999111000105101 Primary Disability CodeDate of Restraint EventRestraint Staff Type CodeSpecial Ed Indicator CodeFillerE0041E1034E1516E0794C053C194C088Columns 39 - 40Columns 41 - 48Column 49-50Column 51Columns 52-80080910 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 200821080917 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 200821080923 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008210930 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008200930 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008201001 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 200820 CAMPUS-ID-OF-RESTRAINT-EVENT is 999999111, the CAMPUS-ID for Learner Elementary School since all restraint events took place on the Learner Elementary School campus. RESTRAINT-INSTANCE-NUMBER reflects the unique identification number for each restraint event, 000032, 000045, 000087, 000099, 000101, and 000105 for the six unique restraint events. INSTRUCTIONAL-SETTING-CODE is 42 for the first three reported restraint events since, based on ARD committee decision, the student was coded to the Resource Room/Services At Least 21% and Less than 50% instructional setting at the time the three restraint events occurred. REPORTING-PERIOD-INDICATOR-CODE is 1 for all restraint events since the restraint events occurred during the first reporting period. RESTRAINT-REASON-CODE reflects 01 for all six restraint events since, in these cases, the restraint took place based on the student evidencing imminent, serious physical harm to themselves PRIMARY-DISABILITY-CODE reflects 08 for all restraint events since the student was eligible for special education services under the learning disability code. DATE-OF-RESTRAINT-EVENT reflects the actual date on which each restraint event occurred (09/10/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, 09/17/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, 09/23/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, 09/30/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, 09/30/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 and 10/01/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008). RESTRAINT-STAFF-TYPE-CODE is 2 since both students were restrained by an SRO or Police Officer with an MOU with the LEA. SPECIAL-ED-INDICATOR-CODE is 1 for Jane Student since Jane is participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. SPECIAL-ED-INDICATOR-CODE is 0 for John Student since John is not participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. Example #2 A non special education student attending Adams High School in Learning ISD was placed in the districts disciplinary alternative education program (DAEP). While at the DAEP, the student was restrained once during a given reporting period by an SRO or Police Officer with an MOU with the LEA. In the subsequent reporting period, the student was returned to the Adams High School campus, and an additional restraint event occurred by a Police Officer with an MOU with the LEA. Input Record Type CodeDistrict IDStudent IDCampus ID of Restraint EventRestraint Instance NumberInstructional Setting CodeReporting Period Indicator CodeRestraint Reason CodeE0755E0212E0001E1032E1035E0173E0934E1033C042C035C130C173Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 33Columns 34 - 35Column 36Columns 37 - 38435999999460000099999999004000155204435999999460000099999999012000244302 Primary Disability CodeDate of Restraint EventRestraint Staff Type CodeSpecial Ed Indicator CodeFillerE0041E1034E1516E0794C053C194C088Columns 39 - 40Columns 41 - 48Column 49-50Column 51Columns 52-801110 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008201217 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 200820 CAMPUS-ID-OF-RESTRAINT-EVENT is 999999004, the CAMPUS-ID for Excel Together Alternative School since the initial restraint event took place on the DAEP campus. For the second restraint event, the CAMPUS-ID-OF-RESTRAINT-EVENT is 999999012, the CAMPUS-ID for Adams High School, since the student had returned to the regular high school campus. RESTRAINT-INSTANCE-NUMBER reflects the unique identification number for each restraint event, 000155 for the first restraint event and 000244 for the second restraint event INSTRUCTIONAL-SETTING-CODE is not a mandatory field since the student is not a special education student. REPORTING-PERIOD-INDICATOR-CODE is 2 for the first restraint event and 3 for the second restraint event since the restraint events occurred during two different reporting periods. RESTRAINT-REASON-CODE reflects 04 for the first restraint event and 02 for the second restraint event since, in the first event, the restraint took place based on the student evidencing imminent, serious property destruction, and, in the second event, the restraint took place based on the student evidencing imminent, serious physical harm to others. PRIMARY-DISABILITY-CODE is not a mandatory field since the student is not a special education student. DATE-OF-RESTRAINT-EVENT reflects the actual date on which each restraint event occurred (11/10/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 for the first restraint event and 12/17/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 for the second restraint event). RESTRAINT-STAFF-TYPE-CODE is 2 since the student was restrained by an SRO or Police Officer with an MOU with the LEA. SPECIAL-ED-INDICATOR-CODE is 0 for the student since the student is not participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. 461 STUDENT DATA - TITLE I, PART A Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentTitle I Part A Indicator CodeFillerTitle I Part A Reading Indicator CodeTitle I Part A Mathematics Indicator CodeE0755E0212E0001E0782E0894E1018E1020C042C122C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Column 30Column 31461461 Title I Part A Science Indicator CodeTitle I Part A Social Studies Indicator CodeTitle I Part A Guidance Counseling Services Indicator CodeTitle I Part A Social Work Services Indicator CodeTitle I Part A Health Services Indicator CodeFillerE1021E1022E1024E1025E1026C088C088C088C088C088Column 32Column 33Column 34Column 35Column 36Columns 37 - 80 Description The 461 Student Data - Title I, Part A record represents a cumulative student count for all students receiving Title I, Part A services during the course of the entire school year. The 461 Title I Part A data indicates the type of Title I program offered at a particular campus and the specific Title I services that are provided to the students enrolled at that campus. The Title I services consist of 4 instructional services (reading, math, science, and social studies) and 3 support services (guidance counseling, social work, and health). The Information reported on Title I, Part A students is collected in order to meet reporting requirements to the U.S. Department of Education for schools that applied received Title I Part A monies. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the Title I Part A records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. TITLE-1-PART-A-INDICATOR-CODE (E0894) indicates whether the student is participating in a program authorized under ESEA, Title I, Part A of the Improving America's Schools Act. For submission 3, TITLE-1-PART-A-INDICATOR-CODEs 6 (Schoolwide Program School), 7 (Targeted Assistance), 9 (Homeless) or A (Neglected) are the only valid codes. All students attending a Title I, Part A Schoolwide Program School must be reported with a TITLE-1-PART-A-INDICATOR-CODE 6. Additionally, for all students reported on a Title I, Part A Schoolwide Program School, all the instructional and support service fields must be blank. (Enforced by fatal edit 46102) Report a Participation Code of 1 for each of the Title I Part A instructional and/or support services that has been provided or is scheduled to be provided before July 1 for those students identified as Targeted Assistance (code 7), Homeless (code 9), or Neglected (code A). (Enforced by fatal edit 46103) Definition of Neglected (Title I Part A Code A): Neglected students are those who reside in a public or private residential (children are under 24-hour care) facility that is operated primarily for the care of children who have been committed to, or voluntarily placed in, the facility because of abandonment, neglect, or death of parents. These students are coded as A if they do not attend a schoolwide or targeted assistance campus. Such students who attend a Title I campus would be coded 6, or 7, as appropriate; if they attend a non-Title I campus or if the district provides instructional services to the student at the facility, they should be coded A. LEAs would only code students as A in one of the following circumstances: 1. The LEA received a neglected share as part of its Title I, Part A entitlement and provided Title I, Part A services to one or more neglected students attending a non-Title I campus; or 2. The LEA may not have received a neglected share, but a facility for the neglected opened within the LEAs boundaries since the last October survey of facilities for the neglected was conducted. In this case, the LEA would report the address of the facility to the Division of Formula Funding at TEA so that a survey would be generated for that facility during the next survey period. If a student residing in this facility attended a non-Title I campus and the LEA provided Title I, Part A services to the student, the LEA would code the student as A. The TITLE-1-PART-A-INDICATOR-CODEs 9 and A apply only in special cases to students attending a non-Title I campus. These codes are only applicable to Non-Title I Part A campuses within Title I Part A-funded districts where the district is using Title I Part A funds to provide services to students identified as homeless or neglected. TITLE-1-PART-A-READING-INDICATOR-CODE (E1018) indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary reading instruction for a period of time during the course of the current school year, or will receive Title I, Part A reading instruction before July 1. TITLE-1-PART-A-MATHEMATICS-INDICATOR-CODE (E1020) indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary mathematics instruction for a period of time during the course of the current school year, or will receive Title I, Part A mathematics instruction before July 1. TITLE-1-PART-A-SCIENCE-INDICATOR-CODE (E1021) indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary science instruction for a period of time during the course of the current school year, or will receive Title I, Part A science instruction before July 1. TITLE-1-PART-A-SOCIAL-STUDIES-INDICATOR-CODE (E1022) indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary social studies instruction for a period of time during the course of the current school year, or will receive Title I, Part A social studies instruction before July 1. TITLE-1-PART-A-GUIDANCE-COUNSELING-SERVICES-INDICATOR-CODE (E1024) indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary counseling, pupil services, or college and career awareness and preparation, such as college and career guidance, comprehensive career development, occupational information, enhancement of employability skills and occupational skills, personal finance education or job placement services for a period of time during the course of the current school year, or will receive Title I, Part A guidance/counseling services before July 1. TITLE-1-PART-A-SOCIAL-WORK-SERVICES-INDICATOR-CODE (E1025) indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary social work services for a period of time during the course of the current school year, or will receive Title I, Part A social work services before July 1. TITLE-1-PART-A-HEALTH-SERVICES-INDICATOR-CODE (E1026) indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded health, dental, or eye care services for a period of time during the course of the current school year, or will receive Title I, Part A health services before July 1. If health, dental or eye care services are not available to eligible children in a targeted assistance campus and funds are not reasonably available from other public or private sources to provide services, then Title I, Part A funds may be used as a last resort to provide such services such as eye glasses and hearing aids. Reporting Requirements A 461 Title I Part A record is required for each student in membership who was provided services though the Title I Part A program at any time from the beginning of the school year until the last day of school, or is scheduled to receive Title I Part A services before July 1. Multiple 461 Title I Part A records must be reported for those students who transfer between from one Title I, Part A campus to another in the same LEA during the current school year. CAMPUS-ID-OF-ENROLLMENT on the 461 Title I Part A record must match CAMPUS-ID-OF-ENROLLMENT on a 400 Student - Basic Attendance Record and/or 500 Student - Flexible Attendance record with a matching STUDENT-ID. Special Reporting Requirements Before completing the Title I Indicator Codes, please consult with the districts Title I Coordinator to determine the Title I status of the LEAs campuses. Example #1 Anne Example attends a Title I, Part A targeted assistance campus, and participates in the Title I, Part A program. She was in membership at this campus during the entire school year. Her participation in the Title I, Part A program is reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentTitle I Part A Indicator CodeFillerTitle I Part A Reading Indicator CodeTitle I Part A Mathematics Indicator CodeE0755E0212E0001E0782E0894E1018E1020C042C122C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Column 30Column 31461999999220000010999999101710 Title I Part A Science Indicator CodeTitle I Part A Social Studies Indicator CodeTitle I Part A Guidance Counseling Services Indicator CodeTitle I Part A Social Work Services Indicator CodeTitle I Part A Health Services Indicator CodeE1021E1022E1024E1025E1026C088C088C088C088C088Column 32Column 33Column 34Column 35Column 3600100Explanation of 461 Student Data - Title I, Part A Record Layout TITLE-I-PART-A-INDICATOR-CODE 7 indicates that Anne is enrolled at a Title I, Part A targeted assistance school. TITLE-I-PART-A-READING-INDICATOR-CODE 1 and TITLE-I-PART-A-GUIDANCE-COUNSELING-SERVICES-INDICATOR-CODE 1 indicate that Anne receives these services. TITLE-I-PART-A-MATHEMATICS-INDICATOR-CODE, TITLE-I-PART-A-SCIENCE-INDICATOR-CODE, TITLE-I-PART-A-SOCIAL-STUDIES-INDICATOR-CODE, TITLE-I-PART-A-SOCIAL-WORK-SERVICES-INDICATOR-CODE, and TITLE-I-PART-A-HEALTH-SERVICES-INDICATOR-CODE are all 0, indicating that Anne does not receive these services. Example #2 Bobby Bookworm attends a non-Title I, Part A campus. Bobby was identified as homeless, and he receives Title I, Part A services as a result of his homeless status. He was in membership at this campus during the Fall semester. His participation in the TitleI, Part A program is reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentTitle I Part A Indicator CodeFillerTitle I Part A Reading Indicator CodeTitle I Part A Mathematics Indicator CodeE0755E0212E0001E0782E0894E1018E1020C042C122C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Column 30Column 31461999999330000044999999001911 Title I Part A Science Indicator CodeTitle I Part A Social Studies Indicator CodeTitle I Part A Guidance Counseling Services Indicator CodeTitle I Part A Social Work Services Indicator CodeTitle I Part A Health Services Indicator CodeE1021E1022E1024E1025E1026C088C088C088C088C088Column 32Column 33Column 34Column 35Column 3600111Explanation of 461 Student Data - Title I, Part A Record Layout TITLE-I-PART-A-INDICATOR-CODE 9 indicates that Bobby is enrolled at a non-Title I, Part A campus and that he receives Title I, Part A services because of his homeless status. TITLE-I-PART-A-READING-INDICATOR-CODE, TITLE-I-PART-A-MATHEMATICS-INDICATOR-CODE and TITLE-I-PART-A-GUIDANCE-COUNSELING-SERVICES-INDICATOR-CODE, TITLE-I-PART-A-SOCIAL-WORK-SERVICES-INDICATOR-CODE, and TITLE-I-PART-A-HEALTH-SERVICES-INDICATOR-CODE are all 1 indicating that Bobby receives these services. TITLE-I-PART-A-SCIENCE-INDICATOR-CODE and TITLE-I-PART-A-SOCIAL-STUDIES-INDICATOR-CODE, are both 0, indicating that Bobby does not receive these services. Example #3 Ima Student attends a non-Title I, Part A campus and she has been identified as residing in a facility for the neglected. Because the district receives a neglected share as part of its Title I, Part A funding and because Ima is being provided Title I, Part A services while attending a non-Title I campus, Ima is given a Title I Indicator Code of A.. Ima was in membership at this campus from November through April. Her participation in the Title I, Part A program is reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentTitle I Part A Indicator CodeFillerTitle I Part A Reading Indicator CodeTitle I Part A Mathematics Indicator CodeE0755E0212E0001E0782E0894E1018E1020C042C122C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Column 30Column 31461999999550000055999999041A00 Title I Part A Science Indicator CodeTitle I Part A Social Studies Indicator CodeTitle I Part A Guidance Counseling Services Indicator CodeTitle I Part A Social Work Services Indicator CodeTitle I Part A Health Services Indicator CodeE1021E1022E1024E1025E1026C088C088C088C088C088Column 32Column 33Column 34Column 35Column 3601011Explanation of 461 Student Data - Title I, Part A Record Layout TITLE-I-PART-A-INDICATOR-CODE A indicates that Ima is enrolled at a non-Title I, Part A campus and that she is receiving Title I, Part A services. TITLE-I-PART-A-SOCIAL-STUDIES-INDICATOR-CODE, TITLE-I-PART-A-SOCIAL-WORK-SERVICES-INDICATOR-CODE and TITLE-I-PART-A-HEALTH-SERVICES-INDICATOR-CODE are all 1, indicating that Ima receives these services. TITLE-I-PART-A-READING-INDICATOR-CODE, TITLE-I-PART-A-MATHEMATICS-INDICATOR-CODE, TITLE-I-PART-A-SCIENCE-INDICATOR-CODE and TITLE-I-PART-A-GUIDANCE-COUNSELING-SERVICES-INDICATOR-CODE are all 0, indicating that Ima does not receive these services. Example #4 Art Student attended a Title I, Part A targeted assistance campus, and participated in the Title I, Part A program during the Fall semester. During the Spring semester, Art attended a Title I, Part A schoolwide campus. His participation in the Title I, Part A program is reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentTitle I Part A Indicator CodeTitle I Part A Homeless Indicator CodeTitle I Part A Reading Indicator CodeTitle I Part A Mathematics Indicator CodeE0755E0212E0001E0782E0894E1017E1018E1020C042C122C088C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Column 30Column 31461999999777778888999999041701046199999977777888899999904360 Title I Part A Science Indicator CodeTitle I Part A Social Studies Indicator CodeTitle I Part A Guidance Counseling Services Indicator CodeTitle I Part A Social Work Services Indicator CodeTitle I Part A Health Services Indicator CodeE1021E1022E1024E1025E1026C088C088C088C088C088Column 32Column 33Column 34Column 35Column 3600100Explanation of 461 Student Data - Title I, Part A Record Layout TITLE-I-PART-A-INDICATOR-CODE 7 indicates that Art was enrolled at a Title I, Part A targeted assistance campus school in the first record. TITLE-I-PART-A-INDICATOR-CODE 6 indicates that Art was also enrolled at a Title I, Part A Schoolwide campus in the second record. TITLE-I-PART-A-HOMELESS-INDICATOR-CODE 0 indicates that Art is not homeless. TITLE-I-PART-A-READING-INDICATOR-CODE and TITLE-I-PART-A-GUIDANCE-COUNSELING-SERVICES-INDICATOR-CODE are 1 in the first record indicating that Art received these services. TITLE-I-PART-A-MATHEMATICS-INDICATOR-CODE, TITLE-I-PART-A-SCIENCE-INDICATOR-CODE, TITLE-I-PART-A-SOCIAL-STUDIES-INDICATOR-CODE, TITLE-I-PART-A-SOCIAL-WORK-SERVICES-INDICATOR-CODE, and TITLE-I-PART-A-HEALTH-SERVICES-INDICATOR-CODE are all 0 in the first record, indicating that Art did not receive these services. In the second record, none of the services are coded because the Title I Indicator Code is a 6. 500 FLEXIBLE ATTENDANCE DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeFlexible Attendance Program Type CodeE0755E0212E0001E0782E0975E0934E0935E0017E1045C042C141C130C050C177Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 35500500 Flex Attend Total Eligible Minutes PresentFlex Attend Total Ineligible Minutes PresentFlex Attend Total PRS Days EligibleFlex Attend Total Sp Ed Main-stream Days EligibleFlex Attend Total Bilingual/ESL Days EligibleGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeMultiply Disabled Indicator CodeE1046E1047E1048E1049E1050E0034E0923E0041E0882C088C053C088Columns 36 - 40Columns 41 - 45Columns 46 - 48Columns 49 - 51Columns 52 - 54Column 55Columns 56 - 64Column 65Columns 66 - 67Column 68 LEP Indicator CodeFillerE0790C061Column 69Columns 70 - 80 Description The PEIMS 500 Flexible Attendance data record is used to report the Flexible Attendance Program data for those LEAs/schools that are approved to participate in the Flexible Attendance programs. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 500 Flexible Attendance records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates the instructional track for the student. (This data element pertains to the instructional calendar for the student. It does not refer to ability groupings.) Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. A campus can have up to 10 instructional tracks (0-9). Anytime the NUMBER-DAYS-TAUGHT for a particular sixweek reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that sixweek reporting period. It is recommended that the instructional tracks on a campus are numbered beginning with 0, and following in sequence. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding. REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. For the 500 Flexible Attendance Data record, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 1 6 for Submission 3 and codes 7 8 for Submission 4. NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT. For Submission 3, NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period. For submission 4, the DAYS-TAUGHT for the OFSDP Credit Recovery Program must be reported as 30 days. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. If a student changes grade levels during the course of the school year, then the GRADE-LEVEL-CODE will reflect each grade level that the student was assigned during the course of the year. FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE (E1045) indicates the unique type of flexible attendance program to which the students flexible attendance is related. There are three (3) unique programs that generate attendance data on the 500 Flexible Attendance data record. 1: Optional Flexible School Day Program (OFSDP) Submission 3 only 2: High School Equivalency Program (HSEP) Submission 3 only 3: OFSDP Credit/Promotion Recovery Program Submission 4 only The following is a brief description of each of the Flexible Attendance Program Types: 1 - Optional Flexible School Day Program (OFSDP) This is an attendance program for students who: 1) have dropped out of school or are at risk of dropping out, 2) are participating in an approved early college high school plan, or 3) are attending a campus implementing an innovative redesign under a plan approved by the commissioner of education. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. 2 - High School Equivalency Program (HSEP) - The High School Equivalency Program (HSEP) is also known as the "In-School GED Program." The Texas In-School GED Program provides an alternative for high school students aged 16 and older who are at risk of not graduating from high school and earning a high school diploma. Only those school districts that have applied and been approved by the agency may operate High School Equivalency Programs (HSEP). For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. 3 - OFSDP Credit/Promotion Recovery Program This is an attendance program that occurs in the summer period between school years for students who as a result of not meeting the attendance requirements under TEC, 25.092, will be denied credit (promotion) for one or more classes in which the students have been enrolled. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. In all cases a student is limited to 1.000 ADA of Foundation School Program funding per school year. If a student attends both the regular school year and the OFSDP Credit/Promotion Recovery Program in the summer, that student cannot generate for than 1.000 ADA of funding for a LEA by combining the regular year and post school year eligible days present. FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT (E1046) indicates the total number of minutes the student was present and eligible for Foundation School Program funding during a particular reporting period. Eligibility for this program is determined by September 1 age and grade level. Report FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT in whole numbers only, rounded down to the nearest minute. The minimum value for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT is 45 minutes per reporting period. In order for a students attendance in the flexible attendance programs to be counted for a particular school day, the student must attend their specific flexible attendance program for at least 45 minutes on that day. If a student does not attend their flexible attendance program for at least 45 minutes on a particular school day, then that amount of time (greater than zero minutes) cannot be counted toward the value reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT for the particular reporting period. Each increment of 360 minutes reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT will be converted to one day of eligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT by 360 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places. E.g. 10,000 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT divided by 360 minutes will equal 27.78 equivalent Eligible Days Present. The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT to Average Daily Attendance for funding purposes. Data Conversion Formulas/Rules Equivalent Days Present Calculation: FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT/360 minutes (6 hours x 60 minutes) = Equivalent Days Present for the six-week reporting period Equivalent Days Present/days taught = Average Daily Attendance (ADA) value for six-week reporting period FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT (E1047) indicates the total number of minutes the student was present and ineligible for Foundation School Program funding during a particular reporting period. Ineligibility for this program is determined by September 1 age and grade level. Report FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT in whole numbers only, rounded down to the nearest minute. The minimum value for FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT is 45 minutes per reporting period. Each increment of 360 minutes reported for FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT will be converted to one day of ineligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT by 360 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places. E.g. 10,000 FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT divided by 360 minutes will equal 27.78 equivalent Ineligible Days Present. The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT to Ineligible Days Present. Data Conversion Formulas/Rules Equivalent Days Present Calculation: FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT/360 minutes (6 hours x 60 minutes) = Equivalent Days Present for the six-week reporting period FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE (E1048) indicates the total number of school days a female student was eligible for compensatory education home instruction (CEHI) services and/or pregnancy related services (PRS) during a particular reporting period. If a student was eligible for PRS services for the entire reporting period, then the value reported for flex-attend-total-PRS-Days-ELIGIBLE will be equal to the value for NUMBER-DAYS-TAUGHT for that reporting period. Otherwise, report the number of school calendar days that the student was eligible to receive PRS services during the reporting period. The eligible days present that a student can generate for the PRS program are limited to the lesser of the Equivalent Days Present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT on the 500 Flexible Attendance record or the FLEX-ATTEND-TOTAL-PRS-Days-ELIGIBLE. For example, if a student is eligible for PRS services every day of a 30-day six-week reporting period, but attends only a equivalent of 20.83 days present (7500 minutes) during the reporting period, then only 20.83 days of the 25 days of PRS program services eligibility can be used in the calculation of PRS ADA. The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL- PRS-DAYS-ELIGIBLE to PRS days present to PRS ADA. Example of Flexible Attendance PRS ADA: Student Sue Reporting Period 5 Days Taught = 30 Days PRS eligible = 25 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 7500 minutes Flexible Attendance Equivalent Days Present = 7500 minutes / 360 minutes = 20.833 days present Student Sue would be funded for 20.83 days of Flexible Attendance PRS Days Present. (20.83 is the lower of the Flexible Attendance Equivalent Days Present and the 25 days eligible for the PRS program.) Note: Fractional days will be rounded to the nearest hundredth (2 decimal places). 20.833 days would be rounded to 20.83 Flexible Attendance Equivalent Days Present Result: Flexible Attendance PRS ADA = (20.83 PRS days present / 30 Days Taught) = .694 PRS ADA for Reporting Period 5. FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE (E1049) indicates the total number of school days a student with a special education individualized education program (IEP) that provided for the mainstream instructional arrangement/setting was eligible for that instructional arrangement/setting during a particular reporting period. If a student was eligible for Mainstream special education services for the entire reporting period, then the value reported for FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE will be equal to the value for NUMBER-DAYS-TAUGHT for that reporting period. Otherwise, report the number of school calendar days that the student was eligible to receive Mainstream special education services during the reporting period. The eligible days present that a student can generate in the Mainstream special education program are limited to the lesser of the equivalent days present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT on the 500 Flexible Attendance record or the FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE. For example, Student John is eligible for Mainstream special education services every day of a 30-day six-week reporting period, but only attends 10.69 equivalent days present during the reporting period (3850 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT from the 500 Flexible Attendance Record / 360 minutes), then only 10.69 days of the 30 days of Mainstream special education services eligibility can be used in the calculation of Mainstream special education ADA. The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE to Mainstream special education days present to Mainstream special education ADA. Special Education Mainstream Eligible Days Calculation Example of Flexible Attendance Special Education Mainstream ADA: Student Joe Reporting Period 3 Days Taught = 30 FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE = 30 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 3,850 minutes Flexible Attendance Equivalent Days Present = 3,850 minutes / 360 minutes = 10.694 days Student Joe would be funded for 10.69 days of Flexible Attendance Mainstream Days Present. (10.69 is the lower of the Flexible Attendance equivalent days present and the 30 days eligible for special education mainstream.) Note: Fractional days will be rounded to the nearest hundredth (2 decimal places). 10.694 days would be rounded to 10.69 equivalent days present Result: Flexible Attendance Special Education Mainstream ADA = (10.69 Flexible Attendance Mainstream Days Present / 30 Days Taught) = .357 Special Education Mainstream ADA for Reporting Period 3. FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE (E1050) indicates the total number of school days the student was eligible as a participant in the state-approved bilingual/ESL program during a particular reporting period. The eligible days present that a student can generate for the Bilingual/ESL program are limited to the lesser of the Equivalent Days Present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT on the 500 Flexible Attendance record or the FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE. For example, if a student is eligible for Bilingual or ESL services every day of a 30-day six-week reporting period, but attends only a equivalent of 22.22 days (8000 minutes) during the reporting period, then only 22.22 days of the 30 days of Bilingual or ESL services eligibility can be used in the calculation of Bilingual/ESL ADA. The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL- BILINGUAL/ESL-DAYS-ELIGIBLE to Bilingual/ESL days present to Bilingual/ESL ADA. Example of Flexible Attendance Bilingual/ESL ADA: Student Jane Reporting Period 1 Days Taught = 30 Days Bilingual/ESL eligible = 30 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 8000 minutes Flexible Attendance Equivalent Days Present = 8000 minutes / 360 minutes = 22.222 days Student Jane would be funded for 22.22 days of Flexible Attendance Bilingual/ESL Days Present. (22.22 is the lower of the Flexible Attendance Equivalent Days Present and the 30 days eligible for the Bilingual/ESL program.) Note: Fractional days will be rounded to the nearest hundredth (2 decimal places). 22.222 days would be rounded to 22.22 equivalent days present Result: Flexible Attendance Bilingual/ESL ADA = (22.22 Bilingual/ESL days present / 30 Days Taught) = .740 Bilingual/ESL ADA for Reporting Period 1. GIFTED-TALENTED-INDICATOR-CODE (E0034) indicates whether the student is participating in a state-approved gifted and talented program, as defined in 19 TAC 89.1. The GIFTED-TALENTED-INDICATOR-CODE must reflect the student's participation in the G/T program for each six-week reporting period. If a student leaves the G/T program during a reporting period, report the student with a GIFTED-TALENTED-INDICATOR-CODE of 1 for the current reporting period and with a GIFTED-TALENTED-INDICATOR-CODE of "0" in the subsequent reporting period. If a student begins or returns to the G/T program during a reporting period, report the student with a GIFTED-TALENTED-INDICATOR-CODE of 1 for the current reporting period. For additional rules concerning the reporting of Gifted and Talented Indicator Code for a particular student, please refer to the Student Attendance Accounting Handbook. LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the district. The LOCAL-STUDENT-ID is optional. PRIMARY-DISABILITY-CODE (E0041) indicates the type of primary disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC 89.1040. For submission 3, the PRIMARY-DISABILITY-CODE is reported for each reporting period that a student was in attendance. If the PRIMARY-DISABILITY-CODE changes for a student during the course of a school year, then the students 500 Flexible Attendance records will reflect the different PRIMARY-DISABILITY-CODEs for each reporting period. Refer to the 163 Student Data - Special Education record for additional information regarding PRIMARY-DISABILITY-CODE. MULTIPLY-DISABLED-INDICATOR-CODE (E0882) indicates whether the student receiving special education and related services has been designated as multiply disabled by the admission, review, and dismissal committee. [See 19 TAC 89.1040(c)(6).] A student who is multiply disabled has a combination of disabilities and meets all of the conditions listed in 19 TAC 89.1040(c)(6). Not all students who have more than one disability are determined to be multiply disabled. Multiply disabled is not a disability in the Disability Code Table C053. A student should not be coded as multiply disabled unless an ARD committee has determined that the student has a combination of disabilities included in TAC 89.1040 and meets all of the conditions listed below. The student's disability is expected to continue indefinitely; and The student's disabilities severely impair performance in two or more of the following areas: psychomotor skills; self-care skills; communication; social and emotional development; or cognition. Refer to the 163 Student Data - Special Education record for additional information regarding the MULTIPLY-DISABLED-CODE. LEP-INDICATOR-CODE (E0790) indicates whether the student has been identified as limited English proficient by the Language Proficiency Assessment Committee (LPAC), or English proficient (19 TAC 89.1220), according to criteria established in 19 TAC 89.1225. For submission 3, the LEP-INDICATOR-CODE must reflect the students LEP status for each six-week reporting period. LEP-INDICATOR-CODE is 1 if the student was identified as LEP for one or more days during the reporting period. The purpose for collecting the LEP-INDICATOR-CODE on the 500 Flexible Attendance record is to meet cumulative reporting requirements to the United States Department of Education (Title l, Part A). Monitored 1 or Monitored 2 LEP status is reported for those students who have recently been exited from the bilingual/ESL programs and are determined to no longer be Limited English Proficient (LEP). This information is reported for the first two school years on all students who have exited LEP status. For additional information on LEP requirements, refer to the 110 Student Enrollment data record. Reporting Requirements Create 500 Student - Flexible Attendance records for only those students in the LEA who were enrolled in the Optional Flexible School Day Program (OFSDP), High School Equivalency Program (HSEP), Electronic Course Program (eCP), or the OFSDP Credit/Promotion Recovery Program at some point during the school year. Refer to the Student Attendance Accounting Handbook for additional rules concerning flexible attendance school day student attendance accounting rules. A school district must be pre-approved by TEA School Finance Staff to operate an Optional Flexible School Day Program. For the submission 3, only students who have 1) dropped out of school, 2) are at-risk of dropping out of school, 3) are enrolled in an early-college high school, or 4) are enrolled on a campus that is operating under a Monitoring and Intervention Campus Improvement Plan may participate in the Optional Flexible School Day Program (OFSDP). A flexible attendance student may not be simultaneously enrolled in the OFSDP and the traditional attendance program (2 hour / 4 hour membership rule) as referenced in the Student Attendance Accounting Handbook). It is acceptable to create and report both 400 Student - Basic Attendance Record and 500 Student - Flexible Attendance records for the student if the students enrollment status changes from a traditional program to the Flexible Attendance Program or if the status changes back to a traditional program from the Flexible Attendance Program. Note: If a student is participating in both the traditional attendance program and the OFSDP, all attendance must be reported through the OFSDP 500 series records. A school district must be pre-approved by TEA High School Equivalency Program staff to operate a High School Equivalency Program. Only students who have been court ordered to participate in a HSEP program, or students who are at least 16 years of age, who are at-risk of dropping out of school, whose parent or guardian has approved participation, and at least two school years have elapsed since the student first enrolled in ninth grade, and the student has accumulated less than one third of the credits required to graduate under the minimum graduation requirements may participate in the High School Equivalency Program (HSEP). If a student has generated both FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT and FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT for a particular Campus, Reporting Period, and Instructional Track, report both values on the same 500 Student - Flexible Attendance record. Note that the sum of Flex-Attend-Total-Eligible-Minutes-PRESENT and Flex-Attend-Total-Ineligible-Minutes-Present for the entire school year is usually not more than 64,800 for any student (1.000 ADA per year = 360 minutes x 180 days, or 1.000 ADA per year = 64,800 minutes). Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) must report the 500 Flexible Attendance record for any students served using the Flexible Attendance Accounting Rules. Example #1 Tex Student is a twelfth-grade student in the Optional Flexible School Day Program (OFSDP) at Learning ISD (256-905) High School (001). He enters this program on the first day of the second reporting period and is enrolled for the entire reporting period. The sums of Texs attendance for the second and third six-week reporting periods are 7500 minutes and 9000 minutes respectively. Tex participates in the bilingual/ESL program. He receives indirect special education services and supports in the mainstream instructional setting as documented in his individualized education program (IEP). Tex withdraws from Learning ISD at the end of the third six weeks. His attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeFlexible Attendance Program Type CodeE0755E0212E0001E0782E0975E0934E0935E0017E1045C042C141C130C050C177Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 355002569051500000912569050010203012150025690515000009125690500103030121 Flex Attend Total Eligible Minutes PresentFlex Attend Total Ineligible Minutes PresentFlex Attend Total PRS Days EligibleFlex Attend Total Sp Ed Main-stream Days EligibleFlex Attend Total Bilingual/ESL Days EligibleGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeMultiply Disabled Indicator CodeE1046E1047E1048E1049E1050E0034E0923E0041E0882C088C053C088Columns 36 - 40Columns 41 - 45Columns 46 - 48Columns 49 - 51Columns 52 - 54Column 55Columns 56 - 64Column 65Columns 66 - 67Column 680750000000000030030008009000000000000300300080 LEP Indicator CodeFillerE0790C061Column 69Columns 70 8011 District-id 256905 indicates the county district number for Learning ISD is 256-905. Student-id 150000091 indicates the social security identification number for Tex Student. Campus-id-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. Instructional-track-indicator-code 0 indicates that Tex is enrolled on the 0 calendar track. Reporting-Period-Indicator codes 2 and 3 indicate that the data reported was for the 2nd and third six weeks reporting periods. Number-days-taught 030 indicates that the 2nd and 3rd six weeks have 30 days taught in each. Grade-level-code 12 indicates that Tex is in the 12th grade. Flexible-attendance-program-type-code 1 indicates that Tex is enrolled in the Optional Flexible School Day Program. Flex-attend-total-eligible-minutes-present 07500 indicates that Tex attended 7500 minutes of instruction for the 2nd six weeks. Flex-attend-total-eligible-minutes-present 09000 indicates that Tex attended 9000 minutes of instruction for the 3rd six weeks. Flex-attend-total-INeligible-minutes-present 00000 indicates that Tex had 0 minutes of ineligible instruction for the 2nd and 3rd six weeks. Flex-Attend-Total-PRS-Days-Eligible 000 indicates that the Tex had 0 days of PRS eligibility. Flex-Attend-Total-Sp-Ed-Mainstream-Days-Eligible 030 indicates that Tex was eligible and scheduled for 30 days of special education Mainstream services for the 2nd and 3rd six weeks. Flex-Attend-Total-Bilingual/ESL-Days-Eligible 030 indicates that Tex was eligible and scheduled for 30 days of bilingual/ESL services for the 2nd and 3rd six weeks. Gifted-Talented-Indicator-Code 0 indicates that Tex was not in the gifted and talented education program. Primary-disability-code 08 indicates that Tex does not have special education disability. Multiply-disabled-indicator-code 0 indicates that Tex does not have multiple disabilities. LEP-indicator-code 1 indicates that Tex is a Limited English Proficient student. Example #2 Ted Learner (000556487) is a twelfth-grade student in the High School Equivalency Program (HSEP) at Learning ISD (256-905) High School (001). He attends the HSEP program for 45 minutes a day. The sum of Teds instruction for the third six-week reporting period is 1350 minutes. Bill Student (000156400) is a twelfth-grade student in HSEP at Learning High school. Bill attends the OFSDP program for 120 minutes a day. The sum of Bills instruction for the third six-week reporting period is 3420 minutes. Ted and Bill will both have a will have a 500 Student - Flexible Attendance record reported since they each attended their respective programs for at least 45 minutes each day that they were present. The attendance information for Ted and Bill would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeFlexible Attendance Program Type CodeE0755E0212E0001E0782E0975E0934E0935E0017E1045C042C141C130C050C177Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 355002569050005564872569050010303012250025690500015640025690500103030121 Flex Attend Total Eligible Minutes PresentFlex Attend Total Ineligible Minutes PresentFlex Attend Total PRS Days EligibleFlex Attend Total Sp Ed Main-stream Days EligibleFlex Attend Total Bilingual/ESL Days EligibleGifted Talented Indicator CodeLocal Student IDFillerPrimary Disability CodeMultiply Disabled Indicator CodeE1046E1047E1048E1049E1050E0034E0923E0041E0882C088C053C088Columns 36 - 40Columns 41 - 45Columns 46 - 48Columns 49 - 51Columns 52 - 54Column 55Columns 56 - 64Column 65Columns 66 - 67Column 680135000000000000000000003420000000000000000000 LEP Indicator CodeFillerE0790C061Column 69Columns 70 8000 District-id 256905 indicates the county district number for Learning ISD is 256-905. Student-id 000556487 indicates the social security identification number for Ted Learner. Student-id 000156400 indicates the social security identification number for Bill Student. Campus-id-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. Instructional-track-indicator-code 0 indicates that Ted and Bill are enrolled on the 0 calendar track. Reporting-Period-Indicator code 3 indicates that the data reported was for the third six weeks reporting periods. Number-days-taught 030 indicates that the 3rd six weeks has 30 days taught. Grade-level-code 12 indicates that Ted and Bill are both in the 12th grade. Flexible-attendance-program-type-code 2 indicates that Ted is enrolled in the High School Equivalency Program. Flexible-attendance-program-type-code 1 indicates that Bill is enrolled in the Optional Flexible School Day Program. Flex-attend-total-eligible-minutes-present 01350 indicates that TED attended 1350 minutes of HSEP instruction for the 3rd six weeks. Flex-attend-total-eligible-minutes-present 03420 indicates that Bill attended 3420 minutes of OFSDP instruction for the 3rd six weeks. Flex-attend-total-INeligible-minutes-present 00000 indicates that Ted and Bill had 0 minutes of ineligible instruction for the 3rd six weeks. Flex-Attend-Total-PRS-Days-Eligible 000 indicates that the Ted and Bill had 0 days of PRS eligibility. Flex-Attend-Total-Sp-Ed-Mainstream-Days-Eligible 000 indicates that Ted and Bill had 0 days of special education Mainstream services for the 3rd six weeks. Flex-Attend-Total-Bilingual/ESL-Days-Eligible 000 indicates that Ted and Bill had 0 days of Bilingual/ESL services for the 3rd six weeks. Gifted-Talented-Indicator-Code 0 indicates that Ted and Bill were not in the Gifted and Talented education program. Primary-disability-code 00 indicates that Ted and Bill do not have special education disability. Multiply-disabled-indicator-code 0 indicates that Ted and Bill do not have multiple disabilities. LEP-indicator-code 0 indicates that Ted and Bill are not Limited English Proficient students. 505 SPECIAL EDUCATION FLEXIBLE ATTENDANCE DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeFlexible Attendance Program Type CodeE0755E0212E0001E0782E0975E0934E0935E0017E1045C042C141C130C050C177Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 35505505 Instruc-tional Setting CodeFlex Attend Days Eligible in Instr SettingFlex Attend Excess Minutes in Instr SettingInstruc-tional Setting CodeFlex Attend Days Eligible in Instr SettingFlex Attend Excess Minutes in Instr SettingInstruc-tional Setting CodeFlex Attend Days Eligible in Instr SettingFlex Attend Excess Minutes in Instr SettingFillerE0173E1051E1052E0173E1051E1052E0173E1051E1052C035C035C035Columns 36 - 37Columns 38- 40Columns 41- 45Columns 46 - 47Columns 48 - 50Columns 51 - 55Columns 56 - 57Columns 58 - 60Columns 61 65Columns 66 - 80 Description The 505 Special Education Flexible Attendance Data - Student record is used to report the special education flexible attendance data for each eligible special education student enrolled in an approved Flexible Attendance Program. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 505 Special Education Flexible Attendance records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates the instructional track for the student. (This data element pertains to the instructional calendar for the student. It does not refer to ability groupings.) Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. A campus can have up to 10 instructional tracks (0-9). Anytime the NUMBER-DAYS-TAUGHT for a particular sixweek reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that sixweek reporting period. It is recommended that the instructional tracks on a campus are numbered beginning with 0, and following in sequence. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding. REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. For the 505 Special Education Flexible Attendance record, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 1 6 for Submission 3 and codes 7 8 for submission 4. NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. For Submission 3, NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period. For submission 4, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 7 and 8. Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT. For Submission 3, NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period. For submission 4, the DAYS-TAUGHT for the OFSDP Credit Recovery Program must be reported as 30 days. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. If a student changes grade levels during the course of the school year, then the GRADE-LEVEL-CODE will reflect each grade level that the student was assigned during the course of the year. If the student changes grade levels during a reporting period, then the student will have a 500 Flexible Attendance data record for the days of attendance associated with each grade level in that reporting period. FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE (E1045) indicates the unique type of flexible attendance program to which the students flexible attendance is related. There are three (3) unique programs that generate attendance data on the 505 Special Education Flexible Attendance data record. 1: Optional Flexible School Day Program (OFSDP) Submission 3 only 2: High School Equivalency Program (HSEP) Submission 3 only 3: OFSDP Credit/Promotion Recovery Program Submission 4 only The following is a brief description of each of the Flexible Attendance Program Types: 1 - Optional Flexible School Day Program (OFSDP) This is an attendance program for students who: 1) have dropped out of school or are at risk of dropping out, 2) are participating in an approved early college high school plan, or 3) are attending a campus implementing an innovative redesign under a plan approved by the commissioner of education. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. 2 - High School Equivalency Program (HSEP) - The High School Equivalency Program (HSEP) is also known as the "In-School GED Program." The Texas In-School GED Program provides an alternative for high school students aged 16 and older who are at risk of not graduating from high school and earning a high school diploma. Only those school districts that have applied and been approved by the agency may operate High School Equivalency Programs (HSEP). For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. 3 - OFSDP Credit/Promotion Recovery Program This is an attendance program that occurs in the summer period between school years for students who as a result of not meeting the attendance requirements under TEC, 25.092, will be denied credit (promotion) for one or more classes in which the students have been enrolled. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students. A student who changes INSTRUCTIONAL-SETTING-CODEs during a reporting period may be reported on the same 405 Student - Special Education Attendance record, unless the record key changes. The INSTRUCTIONAL-SETTING-CODE for speech therapy is 00. Students receiving speech therapy services should be reported on the 405 Student - Special Education Attendance record unless exempted by other reporting requirements (such as ADA-ELIGIBILITY-CODE 0 students). Students receiving speech therapy services who are also receiving services in another instructional setting should have both instructional settings reported on the 405 Student - Special Education Attendance record unless exempted by other reporting requirements (such as ADA-ELIGIBILITY-CODE 0 students). Each instructional setting has a different contact-hour multiplier. Use the following chart when computing special education contact hours. Instructional Arrangement/Setting Code(s)Contact-Hour MultiplierSpeech Therapy - code 00.25Homebound - code 011.00Hospital Class - code 024.50Vocational Adjustment Class - code 085.50State Supported Living Center - code 305.50Resource Room - codes 41 and 422.859Mild/Moderate/Severe - codes 43 and 442.859Full-Time Early Childhood - code 452.859Off Home Campus - codes 91984.25Residential Care and Treatment Facility - codes 81895.50Please refer to the Student Attendance Accounting Handbook for additional rules concerning the assignment of the INSTRUCTIONAL-SETTING-CODE for special education students. FLEX-ATTEND-DAYS-ELIGIBLE-IN-INSTR-SETTING (E0151) indicates the total number of school days the student was eligible for a particular special education instructional setting that was eligible for Foundation School Program funding during a particular reporting period. The special education instructional setting FTE calculation value used for funding purposes is limited to the lower of the Equivalent Days Present, as calculated from the 500 Flexible Attendance record for a particular reporting period, or the Flex Attend Days Eligible in Instructional Setting reported on the 505 Special Education Flexible Attendance record for the same reporting period. Data Conversion Formulas/Rules Flex Attend Equivalent Days Present = flex-attend-total-ELIGIBLE-MINUTES-PRESENT/360 Total Eligible Special Education Contact Hours = The smaller of (Flex Attend Equivalent Days Present x Special Education Instructional Setting Contact Hour Multiplier) or (Flex Attend Days Eligible in Instructional Setting x Special Education Instructional Setting Contact Hour Multiplier) Special Education Full Time Equivalents (FTEs) in Instructional Setting for the six-week reporting period = Total Eligible Special Education Contact Hours from above/(Days Taught x 6 hours) Example: Student Sims attended the flexible attendance program for 6000 minutes in the 3rd six week reporting period (FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 6000 from the 500 Flexible Attendance record) Instructional Setting is (41) Resource Room Services (less than 21% of school day) - Contact Hour Multiplier = 2.859 Number Days Taught for 3rd six weeks reporting period = 30 Flex Attend Days Eligible in Instructional Setting for the 3rd six week reporting period = 30 Flex Attend Equivalent Days Present = 16.67 (6000/360minutes) = 16.666) Flex Attend Contact Hours =47.66 (16.67 Flex Attend Equivalent Days Present x 2.859 contact hour multiplier = 47.659) Note: If a special education student is served in more than one special education instructional setting (excluding speech) during a particular six weeks reporting period, then TEA will apportion the Special Education Equivalent Days Present according to the number of days the student is reported eligible for each special education instructional setting. For example, Student Joseph has the following information reported: FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 9000 (from the 500 Flexible Attendance record NUMBER-DAYS-TAUGHT in six week reporting period 2 = 30 INSTRUCTIONAL-SETTING-CODE = 02 Hospital Class with FLEX-ATTEND-DAYS-ELIGIBLE-IN-INSTR-SETTING = 10 days INSTRUCTIONAL-SETTING-CODE = 01 Homebound with FLEX-ATTEND-DAYS-ELIGIBLE-IN-INSTR-SETTING = 20 days Data Conversion Formulas/Rules Equivalent Days Present Calculation: 9000 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT/360 minutes (6 hours x 60 minutes) = 25 Equivalent Days Present for the 2nd six-week reporting period 10 days of Hospital Class eligibility = 33.3 % of the Total Days of special education eligibility (10/ (10+20)) Hospital Class Days Eligible = 33.3% of 25 Equivalent Days Present = 8.325 = 8.32. 20 days of Homebound eligibility = 66.7 % of the Total Days of special education eligibility (20/ (10+20)) Homebound Days Eligible = 66.7% of 25 Equivalent Days Present = 16.675 = 16.68. For additional rules concerning the reporting of special education days present for a particular special education student, please refer to the Student Attendance Accounting Handbook. FLEX-ATTEND-EXCESS-MINUTES-IN-INSTR-SETTING (E0152) indicates the total number of minutes the student was present in a designated instructional setting above the allowable 360-minute daily limit of combined career and technical education and special education and related services during a particular reporting period. The Foundation School funding for LEAs is based on and limited to 6.0 contact hours per day per student. Excess contact hours for special education students occur when the special education contact hours earned for a particular day exceed 6.0 hours (360 minutes for flexible attendance accounting). This occurs when a special education student is receiving special education instruction and career and technical education instruction at the same time. Excess contact hours are always subtracted from the students primary Instructional Setting Code. Excess contact hours are not subtracted from speech therapy contact hours unless there is no other special education Instructional Setting during the time excess hours are earned. Example: Student Jerry is a Career and Technical Education (CTE) and Special Education student. He attends two CTE classes that collectively generate V3 (3.0) contact hours per day of attendance. He also is participating in the special education Instructional Setting Resource Room/Services (Less than 21%/day) that generates 2.859 contact hours per day of attendance, and the special education Speech Therapy Instructional Setting that generated .25 contact hours per day of attendance. Since the 405 Special Education Flexible Attendance data record is reported as aggregate data by the REPORTING-PERIOD-INDICATOR-CODEs, it is the responsibility of the LEA to determine which days a student has generated Excess Contact Hours. (In many cases the LEA student information system will compute the occurrences and extract them to the PEIMS file for submission.) In the case of Student Jerry, each day that he attends 360 minutes of instruction would generate 7 minutes of FLEX-ATTEND-EXCESS-MINUTES-IN-INSTR-SETTING (3.0 CTE hours + 2.859 Special Education Resource contact hours + .25 Special Education Speech Therapy contact hours = 6.109 total contact hours minus 6 hours maximum = .109 contact hours x 60 minutes = 6.54 Excess Minutes (rounds to 7 Excess Minutes)). If Student Jerry was present for 360 minutes 15 times during a 30 day Reporting Period, then the value reported for FLEX-ATTEND-EXCESS-MINUTES-IN-INSTR-SETTING would be 105 minutes (15 occurrences x 7 minutes). Reporting Requirements For special education students participating in the Flexible Attendance Program, report a 505 Special Education Flexible Attendance record for each reporting period for each student who was eligible for and served in a funded instructional setting. For each student reported with a 505 Special Education Flexible Attendance record, there must be a 500 Flexible Attendance record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. If a Special Education Flexible Attendance student changes INSTRUCTIONAL-SETTING-CODEs during a particular reporting period, report both Instructional Setting Codes on a single 505 Student - Special Education Flexible Attendance record, unless the data record key changes. Create a separate 505 Special Education Flexible Attendance record for a student anytime the CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, or GRADE-LEVEL-CODE changes. Do not create a 505 Special Education Flexible Attendance record for a student who did not participate in special education during the reporting period indicated, or who was ineligible for ADA for the entire reporting period. For each STUDENT-ID on a 505 Special Education Flexible Attendance record where FLEX-ATTEND-EXCESS-MINUTES-IN-INSTR-SETTING is greater than 00000, there must be a 510 CTE Flexible Attendance record with a matching STUDENT-ID, CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, and NUMBER-DAYS-TAUGHT. FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE are reported on the 500 Flexible Attendance record. Refer to the Student Attendance Accounting Handbook for the complete special education eligibility information and attendance coding instructions. Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) do not report the 505 Special Education Flexible Attendance record for any students served using the Flexible Attendance Accounting Rules. These schools are not eligible to earn special education contact hour funding. Example #1 Tex Learner is in the OFSDP and an IEP for speech services for 30 minutes two times per week. Tex attended the OFSDP for 8500 minutes during the first six weeks. Tex was eligible for the speech special education services for the entire 30 days of the first six weeks. His attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeFlexible Attendance Program Type CodeE0755E0212E0001E0782E0975E0934E0935E0017E1045C042C141C130C050C177Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34Column 3550525690685000007925690600101030091 Instruc-tional Setting CodeFlex Attend Days Eligible in Instr SettingFlex Attend Excess Minutes in Instr SettingInstruc-tional Setting CodeFlex Attend Days Eligible in Instr SettingFlex Attend Excess Minutes in Instr SettingInstruc-tional Setting CodeFlex Attend Days Eligible in Instr SettingFlex Attend Excess Minutes in Instr SettingFillerE0173E1051E1052E0173E1051E1052E0173E1051E1052C035C035C035Columns 36 - 37Columns 38 - 40Columns 41 - 45Columns 46 - 47Columns 48 - 50Columns 51 - 55Columns 56 - 57Columns 58 - 60Columns 61 - 65Columns 66 - 800003000000 District-ID 256905 indicates the county district number for Learning ISD is 256-905. Student-ID 850000079 indicates the social security identification number for Tex Learner. Campus-ID-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. Instructional-track-indicator-code 0 indicates that Tex is enrolled on the 0 calendar track. Reporting-Period-Indicator-code 1 indicates that the data reported was for the 1st six weeks reporting period. Number-days-taught 030 indicates that the 1st six weeks has 30 days taught. Grade-level-code 09 indicates that Tex is in the 9th grade. Flexible-Attendance-Program-Type-CodE 1 indicates that Tex is enrolled in the Optional Flexible School Day Program Instructional-Setting-Code 00 indicates that Tex is in the Speech Instructional Setting. Flex-Attend-Days-Eligible-in Instr-Setting 030 indicates that Tex was eligible for Speech services every day (30 days) of the 1st six weeks. Flex-Attend-Excess-Minutes-in-Instructional-Setting 00000 indicates that Tex did not generate excess minutes in his Instructional Setting. Note: Texs attendance of 8500 minutes for the 1st six weeks converts to 23.61 equivalent days of attendance. As a result, Texs speech services will funded based on 23.61 days of attendance multiplied times .25, the contact hour multiplier for the Speech Instructional Setting. 23.61 x .25 = 5.90 Speech Contact Hours for Tex for the 1st six weeks. 510 CAREER & TECHNICAL EDUCATION (CTE) FLEXIBLE ATTENDANCE - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeE0755E0212E0001E0782E0975E0934E0935E0017C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 34510510 Flexible Attendance Program Type CodeFlex Attend Total Career Tech Minutes PresentFillerE1045E1053C177Column 35Columns 36 - 40Columns 41 - 80Description The 510 Career & Technical Education (CTE) Flexible Attendance Student record is used to report the Career and Technical Education (CTE) flexible attendance data for each eligible CTE student enrolled in an approved Flexible Attendance Program. Business Rules INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record. DISTRICT-ID (E0212) indicates the district identification number registered with the ˿Ƶ. DISTRICT-ID on the 510 CTE Flexible Attendance records must match the value for DISTRICT-ID on the LEA 010 District record. STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number. When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number. The first character of STUDENT-ID must be "S" or "0"-"8". CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled. The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698. 699 is designated for summer school, and is never used in reporting student data. CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record. INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates the instructional track for the student. (This data element pertains to the instructional calendar for the student. It does not refer to ability groupings.) Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. A campus can have up to 10 instructional tracks (0-9). Anytime the NUMBER-DAYS-TAUGHT for a particular sixweek reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that sixweek reporting period. It is recommended that the instructional tracks on a campus are numbered beginning with 0, and following in sequence. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding. REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. For the 510 CTE Flexible Attendance record, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 1 6 for Submission 3 and codes 7 8 for Submission 4. NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus. The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. For Submission 3, NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period. For submission 4, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes 7 and 8. For submission 4, the DAYS-TAUGHT for the OFSDP Credit Recovery Program must be reported as 30 days. GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student. If a student changes grade levels during the course of the school year, then the GRADE-LEVEL-CODE will reflect each grade level that the student was assigned during the course of the year. If the student changes grade levels during a reporting period, then the student will have a 500 Flexible Attendance data record for the days of attendance associated with each grade level in that reporting period. FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE (E1045) indicates the unique type of flexible attendance program to which the students flexible attendance is related. There are three (3) unique programs that generate attendance data on the 500 Career & Technical Education (CTE) Flexible Attendance data record. 1: Optional Flexible School Day Program (OFSDP) Submission 3 only 2: High School Equivalency Program (HSEP) Submission 3 only 3: OFSDP Credit/Promotion Recovery Program Submission 4 only The following is a brief description of each of the Flexible Attendance Program Types: 1 - Optional Flexible School Day Program (OFSDP) This is an attendance program for students who: 1) have dropped out of school or are at risk of dropping out, 2) are participating in an approved early college high school plan, or 3) are attending a campus implementing an innovative redesign under a plan approved by the commissioner of education. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. 2 - High School Equivalency Program (HSEP) - The High School Equivalency Program (HSEP) is also known as the "In-School GED Program." The Texas In-School GED Program provides an alternative for high school students aged 16 and older who are at risk of not graduating from high school and earning a high school diploma. Only those school districts that have applied and been approved by the agency may operate High School Equivalency Programs (HSEP). For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. 3 - OFSDP Credit/Promotion Recovery Program This is an attendance program that occurs in the summer period between school years for students who as a result of not meeting the attendance requirements under TEC, 25.092, will be denied credit (promotion) for one or more classes in which the students have been enrolled. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook. FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT (E1053) indicates the total number of minutes the student was present in an approved career and technical education course(s) that the student was eligible for and enrolled in during a particular reporting period. The FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT for a particular REPORTING-PERIOD-INDICATOR-CODE reflect the total actual CTE class time that a student attended the CTE classes in which they were enrolled. Unlike the reporting structure for the 410 CTE Attendance record where the data is reported by the CTE contact hour category (V1, V2, V3, etc), the total amount of CTE class time attended is reported together in a single value. NOTE: No single career and technical education course can generate more that 3 contact hours per day. Forty-Five (45) minutes of CTE attendance is the minimum amount of time that a CTE student must attend a CTE class(es) on a given day in order for that time to be included in the FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT. The value reported for FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT reported on the 510 CTE Flexible Attendance record for a particular reporting period must always be equal to or less than the value reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT for the same reporting period. Data Conversion Formulas/Rules FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT / (NUMBER-DAYS-TAUGHT x 360 minutes) = Flexible Attendance Career and Technical Education Full Time Equivalents (FTEs) for a particular six-week reporting period. Note: The FTE value used for funding purposes is limited to the actual equivalent days present (partial days are allowed) as calculated from the 500 Flexible Attendance record for a particular six-week reporting period. The limit is calculated as follows. Flex attend career and technical minutes are limited to the smaller of flex attend minutes present or flex attend career and tech minutes present. For example, Student Mark is enrolled in a funding eligible CTE course and generates 3300 minutes of FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT in the 4th Reporting Period which had NUMBER-DAYS-TAUGHT of 30. Student Mark was reported on his 500 Flexible Attendance record with FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT of 9500 minutes. The following is an illustration of how TEA will convert the FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT to CTE FTEs. Career and Technical Education Minutes to FTE Calculation: Student Mark Reporting Period 4 Days Taught = 30 FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT = 3300 minutes FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 9500 minutes Flexible Attendance Equivalent Days Present = 9500 minutes / 360 minutes = 26.388 = 26.39 days Results: Flex Attend Average Daily Attendance for Reporting Period 4 = 26.39/30 = .8796 = .880 ADA for reporting period 4 Flexible Attendance Career and Technical Education Full Time Equivalents (FTEs) = 3300 CTE Flexible Attendance Minutes Present / (30 Days Taught) x 360 minutes) = 3300 minutes/10800 minutes = .3055 FTEs = .305 CTE Flexible Attendance FTEs for Reporting Period 4. Note: Fractional days present will be rounded to the nearest hundredth (2 decimal places). 26.388 would be rounded to 26.39 equivalent days present. FTEs are rounded to the nearest thousandth (3 decimal places). 8796 would be rounded to .880 FTEs. Reporting Requirements For CTE students participating in the Flexible Attendance Program, report a 505 CTE Flexible Attendance record for each reporting period for each CTE student who was eligible for and served in the CTE program. For each student with a 510 CTE Flexible Attendance record, there must be a 500 Flexible Attendance record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. If the LEA offers instruction in a CTE course(s) that has not been approved for CTE weighted funding, do not include the time attended in these courses on a 510 CTE Flexible Attendance record for any student served in those courses. A student can generate a maximum of six contact hours (360 minutes) per day for weighted funding purposes. However, all minutes of attendance in CTE coursework must be reported. Report all of a student's FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT for a particular reporting period on a single 510 Student -Career and Technical Flexible Attendance record, unless the record key changes. Students in Grade Levels EE 6 are not eligible to for CTE Flexible Attendance Reporting. Students in grades 7 and 8 can only be reported for approved Career and Technical Education for the Disabled (CTED) courses. Do not create a 510 CTE Flexible Attendance record for a student who did not participate in approved CTE courses during the reporting period indicated or who was ineligible for ADA during the entire reporting period. Refer to Section V of the Student Attendance Accounting Handbook for the complete Technical Education (CTE) eligibility information and complete coding instructions. Refer to the Student Attendance Accounting Handbook for the complete attendance accounting rules for the Career and Technical Education program. Special Reporting Requirements Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) do not report the 510 CTE Flexible Attendance record for any students served using the Flexible Attendance Accounting Rules. These schools are not eligible to earn CTE contact hour funding. Example Jeff Learner is a student in the Optional Flexible School Day Program (OFSDP) at Learning ISD who is enrolled in a career and technology class and works off campus for 15 hours each week. Jeff attends his Career and Technical Education class for 60 minutes each day. He entered the program halfway through the third reporting period. Jeffs total minutes of attendance for the entire third six weeks was 10,000. His Career and Technical attendance information would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentInstruc-tional Track Indi-cator CodeReporting Period Indicator CodeNumber Days TaughtGrade Level CodeE0755E0212E0001E0782E0975E0934E0935E0017C042C141C130C050Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Column 28Column 29Columns 30 - 32Columns 33 - 345102569056400000132569060010303011 Flexible Attendance Program Type CodeFlex Attend Total Career Tech Minutes PresentFillerE1045E1053C177Column 35Columns 36 - 40Columns 41 - 80105400 District-id 256905 indicates the county district number for Learning ISD is 256-905. Student-id 640000013 indicates the social security identification number for Jeff Learner. Campus-id-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. Instructional-track-indicator-code 0 indicates that Jeff is enrolled on the 0 calendar track. Reporting-Period-Indicator-code 1 indicates that the data reported was for the 1st six weeks reporting period. Number-days-taught 030 indicates that the 1st six weeks has 30 days taught. Grade-level-code 11 indicates that Jeff is in the 11th grade. Flexible-attendance-program-type-code 1 indicates that Jeff is enrolled in the Optional Flexible School Day Program. Flex-Attend-Total-Career-Tech-Minutes-Present 05400 indicates that Jeff attended 5400 minutes of instruction related to his Career and Technical coursework. Note: Jeffs ADA for the 3rd six weeks would calculated as 10000/360 = 27.77 Equivalent Day Present. 27.77 Days Present /30 = .926 ADA for the 3rd six weeks. Jeffs Career and Technical Education FTE would be calculated as 5400/60 = 90.000 Contact Hours. 90.000 Contact Hours/180 = .500 Career and Technical Education FTE for the 3rd six weeks.     2- PAGE \* MERGEFORMAT 3  PAGE \* MERGEFORMAT 1 2- PAGE \* MERGEFORMAT 10 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements 2- PAGE \* MERGEFORMAT 298 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements 2012-2013 PEIMS Data Standards Section 2: Data Submission Requirements  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT Error! Unknown document property name. 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#80$$$$44 layt$$If!v h555555555 8#v#v#v#v 8:V l05555 8/  /  /  ytkd$$$Ifl vX: #         8  0$$$$44 layt$$If!v h555555555 8#v#v#v#v 8:V l05555 8/  /  /  ytkd"$$Ifl vX: #         8  0$$$$44 layt$$If!vh5555 555#v#v #v:V l455 5/ f4yt$$If!vh5555 555#v#v #v:V l455 5f4yt$$If!v h555555555 8#v#v 8:V l0, 55 8ytkdT$$Ifl vX: #80$$$$44 layt$$If!v h555555555 8#v#v 8:V l055 8ytkd$$Ifl vX: #80$$$$44 layt$$If!v h555555555 8#v#v 8:V l055 8/ ytkd$$Ifl vX: #80$$$$44 layt$$If!v h555555555 8#v#v 8:V l055 8/  ytkd$$Ifl vX: #        8 0$$$$44 layt$$If!v h555555555 8#v#v 8:V l055 8/  /  /  /  ytkdV$$Ifl vX: #                 8   0$$$$44 layt$$If!vh5555555#v#v#v:V l4555/ f4yt$$If!vh5555555#v#v#v:V l4555f4yt$$If!v h555555555 z#v#v#v#v#v#v z:V l0, 555555 zytkdz$$Ifl bD &6$z0$$$$44 layt$$If!v h555555555 z#v#v#v#v#v#v z:V l0555555 zytkdp$$Ifl bD &6$z0$$$$44 layt$$If!v h555555555 z#v#v#v#v#v#v z:V l0555555 z/ ytkd`$$Ifl bD &6$z0$$$$44 layt$$If!v h555555555 z#v#v#v#v#v#v z:V l0555555 z/  ytkd^$$Ifl bD &6$        z 0$$$$44 layt0$$If!v h555555555 z#v#v#v#v#v#v z:V l0555555 z/  /  /  /  ytkd\$$Ifl bD &6$                 z   0$$$$44 layt$$If!vh5555555#v#v#v:V l4555/ f4yt$$If!vh5555555#v#v#v:V l4555f4yt$$If!v h555555555 l#v#v#v#v#v#v l:V l0, 555555 lyt;kd$$Ifl bD &(#l0$$$$44 layt;$$If!v h555555555 l#v#v#v#v#v#v l:V l0555555 lyt;kd$$Ifl bD &(#l0$$$$44 layt; $$If!v h555555555 l#v#v#v#v#v#v l:V l0555555 l/ yt;kd$$Ifl bD &(#l0$$$$44 layt; $$If!v h555555555 l#v#v#v#v#v#v l:V l0555555 l/  yt;kd$$Ifl bD &(#        l 0$$$$44 layt;5$$If!v h555555555 l#v#v#v#v#v#v l:V l0555555 l/  /  /  /  yt;kd$$Ifl bD &(#                 l   0$$$$44 layt;,$$Ifl!v h5<5r55555*55 5 #v<#vr#v#v*#v :V l0, 5<5r55*5 /  /  / alyt;kd$$Ifl <2 :lt"<r* 0((((44 lalyt;&$$Ifl!v h5<5r55555*55 5 #v<#vr#v#v*#v :V l05<5r55*5 / /  /  alyt;kdC$$Ifl <2 :lt"<r* 0((((44 lalyt;&$$Ifl!v h5<5r55555*55 5 #v<#vr#v#v*#v :V l05<5r55*5 / /  /  alyt;kd$$Ifl <2 :lt"<r* 0((((44 lalyt;B$$Ifl!v h5<5r55555*55 5 #v<#vr#v#v*#v :V l05<5r55*5 / / /  /  / alyt;kd$$Ifl <2 :lt"<r* 0((((44 lalyt;$$Ifl!v h5<5r55555*55 5 #v<#vr#v#v*#v :V l d05<5r55*5 /  /  / /   alpdyt;kd:$$Ifl <2 :lt"<  r     *       d0((((44 lalpdyt;$$Ifl!v h5<5r55555*55 5 #v<#vr#v#v*#v :V l d05<5r55*5 /  /  /  /   alpdyt;kd[$$Ifl <2 :lt"<  r     *       d0((((44 lalpdyt;$$If!vh5 5#v #v:V t65 5/ /  / 22 l4 Balyt7$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH$$If!vh5 5#v #v:V t6,5 5/ / / /  22 l4 BalytH2$$Ifl!v h55r55585555 #v#vr#v#v#v8#v#v#v#v :V l0, 55r55585555 alyt;kd9$$Ifl b ^<"r80$$$$44 lalyt;,$$Ifl!v h55r55585555 #v#vr#v#v#v8#v#v#v#v :V l055r55585555 alyt;kdh$$Ifl b ^<"r80$$$$44 lalyt;:$$Ifl!v h55r55585555 #v#vr#v#v#v8#v#v#v#v :V l055r55585555 / alyt;kd$$Ifl b ^<"r80$$$$44 lalyt;:$$Ifl!v h55r55585555 #v#vr#v#v#v8#v#v#v#v :V l055r55585555 / alyt;kd$$Ifl b ^<"r80$$$$44 lalyt;V$$Ifl!v h55r55585555 #v#vr#v#v#v8#v#v#v#v :V l055r55585555 /  /  /  alyt;kd!$$Ifl b ^<"  r   8      0$$$$44 lalyt;V$$Ifl!v h55r55585555 #v#vr#v#v#v8#v#v#v#v :V l055r55585555 /  /  /  alyt;kdR%$$Ifl b ^<"  r   8      0$$$$44 lalyt;$$Ifl!v h555r555555 #v#v#vr#v#v#v :V l0, 555r555 alyt;kd($$Ifl @ ^t"r0$$$$44 lalyt;$$Ifl!v h555r555555 #v#v#vr#v#v#v :V l0555r555 alyt;kd+$$Ifl @ ^t"r0$$$$44 lalyt;$$Ifl!v h555r555555 #v#v#vr#v#v#v :V l0555r555 / alyt;kd.$$Ifl @ ^t"r0$$$$44 lalyt;$$Ifl!v h555r555555 #v#v#vr#v#v#v :V l0555r555 / alyt;kd1$$Ifl @ ^t"r0$$$$44 lalyt;,$$Ifl!v h555r555555 #v#v#vr#v#v#v :V l0555r555 /  /  /  alyt;kd4$$Ifl @ ^t"   r        0$$$$44 lalyt;,$$Ifl!v h555r555555 #v#v#vr#v#v#v :V l0555r555 /  /  /  alyt;kd7$$Ifl @ ^t"   r        0$$$$44 lalyt;$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l0,55555T55 alyt;kd;$$Ifl  td(#T0$$$$44 lalyt;$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 alyt;kd(>$$Ifl  td(#T0$$$$44 lalyt;$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 / alyt;kd5A$$Ifl  td(#T0$$$$44 lalyt;$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 / alyt;kdPD$$Ifl  td(#T0$$$$44 lalyt;:$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 /  /  /  alyt;kdkG$$Ifl  td(#       T    0$$$$44 lalyt;:$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 /  /  /  alyt;kdJ$$Ifl  td(#       T    0$$$$44 lalyt;:$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 /  /  /  alyt;kdM$$Ifl  td(#       T    0$$$$44 lalyt;:$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 /  /  /  alyt;kdQ$$Ifl  td(#       T    0$$$$44 lalyt;:$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 /  /  /  alyt;kdGT$$Ifl  td(#       T    0$$$$44 lalyt;:$$Ifl!v h5555555T55 #v#v#v#v#vT#v#v :V l055555T55 /  /  /  alyt;kd~W$$Ifl  td(#       T    0$$$$44 lalyt;$$Ifl!v h55555555P5 #v#v#v#v#v#vP#v :V l0,555555P5 alyt;kdZ$$Ifl  tdF(#P0$$$$44 lalyt;$$Ifl!v h55555555P5 #v#v#v#v#v#vP#v :V l0555555P5 alyt;kd]$$Ifl  tdF(#P0$$$$44 lalyt;$$Ifl!v h55555555P5 #v#v#v#v#v#vP#v :V l0555555P5 / alyt;kd`$$Ifl  tdF(#P0$$$$44 lalyt;$$Ifl!v h55555555P5 #v#v#v#v#v#vP#v :V l0555555P5 / alyt;kdc$$Ifl  tdF(#P0$$$$44 lalyt;:$$Ifl!v h55555555P5 #v#v#v#v#v#vP#v :V l0555555P5 /  /  /  alyt;kd g$$Ifl  tdF(#        P   0$$$$44 lalyt;:$$Ifl!v h55555555P5 #v#v#v#v#v#vP#v :V l0555555P5 /  /  /  alyt;kdBj$$Ifl  tdF(#        P   0$$$$44 lalyt;$$Ifl!v h55558555585 #v#v#v8#v#v#v8#v :V l0,555855585 alyt;kdym$$Ifl  ^#880$$$$44 lalyt;$$Ifl!v h55558555585 #v#v#v8#v#v#v8#v :V l0555855585 alyt;kdp$$Ifl  ^#880$$$$44 lalyt;$$Ifl!v h55558555585 #v#v#v8#v#v#v8#v :V l0555855585 / alyt;kds$$Ifl  ^#880$$$$44 lalyt;$$Ifl!v h55558555585 #v#v#v8#v#v#v8#v :V l0555855585 / alyt;kdv$$Ifl  ^#880$$$$44 lalyt;:$$Ifl!v h55558555585 #v#v#v8#v#v#v8#v :V l0555855585 /  /  /  alyt;kdy$$Ifl  ^#    8    8   0$$$$44 lalyt;:$$Ifl!v h55558555585 #v#v#v8#v#v#v8#v :V l0555855585 /  /  /  alyt;kd}$$Ifl  ^#    8    8   0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0,555555 alyt;kd=$$Ifl  tdF((#0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 alyt;kdB$$Ifl  tdF((#0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 / alyt;kdA$$Ifl  tdF((#0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 / alyt;kdN$$Ifl  tdF((#0$$$$44 lalyt;,$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 /  /  /  alyt;kd[$$Ifl  tdF((#           0$$$$44 lalyt;,$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 /  /  /  alyt;kd$$Ifl  tdF((#           0$$$$44 lalyt;,$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 /  /  /  alyt;kd$$Ifl  tdF((#           0$$$$44 lalyt;,$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 /  /  /  alyt;kd֕$$Ifl  tdF((#           0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0,555555 alyt;kd$$Ifl  tdF((#0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 alyt;kd$$Ifl  tdF((#0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 / alyt;kd$$Ifl  tdF((#0$$$$44 lalyt;$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 / alyt;kd$$Ifl  tdF((#0$$$$44 lalyt;,$$Ifl!v h555555555 #v#v#v#v#v#v :V l0555555 /  /  /  alyt;kd$$Ifl  tdF((#           0$$$$44 lalyt;O$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    ,5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  /  / /  alyt$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l P0    5;555558/  / / / / /  alpPytkdx$$Ifl    ִ;v.!%; ;      8  P0        44 lalpPyt$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l P0    5;555558/  /  / / / /  alpPytkd$$Ifl    ִ;v.!%; ; 8   P0        44 lalpPyt$$Ifl!vh5555555#v#v#v#v#v:V l0    ,55555/ /  / / alyt $$Ifl!vh5555555#v#v#v#v#v:V l0    55555/ /  / alyt$$Ifl!vh5555555#v#v#v#v#v:V l0    55555/ /  alyt $$Ifl!vh5555555#v#v#v#v#v:V l0    55555/ /  /  alyt$$Ifl!vh5555555#v#v#v#v#v:V l0    55555/  alytU$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    ,,5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  /  / /  alyt$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l P0    5;555558/  / / / / /  alpPytkd$$Ifl    ִ;v.!%; ;      8  P0        44 lalpPyt$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l P0    5;555558/  /  / / / /  alpPytkdx$$Ifl    ִ;v.!%; ; 8   P0        44 lalpPytU$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    ,,5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  / / /  alytI$$Ifl!vh5;5;5555558#v;#v#v#v#v#v8:V l0    5;555558/ /  /  /  / 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$$If!vh5555555#v#v#v#v#v#v:V H08,555555/  4 Hyt$$If!vh5555555#v#v#v#v#v#v:V H08555555/  4 Hyt$$If!vh5555555#v#v#v#v#v#v:V H08555555/  4 Hyt$$If!vh5555555#v#v#v#v#v#v:V H08555555/ /  4 Hyti$$If!vh5555555#v#v#v#v#v#v:V H08555555/  /  /  4 HpFytkd^$$IfH֞`          0844 HapFyt[$$If!vh5555555#v#v#v#v#v#v:V H08555555/  /  4 HpFytkda$$IfH֞`   0844 HapFyti$$If!vh5555555#v#v#v#v#v#v:V H08555555/  /  /  4 HpFytkd$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkd$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkd$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkd"$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkdn$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkd$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkd$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkdR$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkd$$IfHִ\ 7;   P0    44 HaHpPyt$$IfH!vh55555555#v#v#v#v#v:V H P055555/  4 HaHpPytkd$$IfHִ\ 7;   P0    44 HaHpPytB$$Ifl!v h5555555855 *5 5 #v#v#v8#v#v *#v :V l`', 555855 *5 / / /  /  /  /  /  alytU!Jkd6$$Ifl b jr.X #`'8   *      `',,,,44 lalytU!J<$$Ifl!v h5555555855 *5 5 #v#v#v8#v#v *#v :V l`'555855 *5 / / /  /  /  /  /  alytU!Jkdn$$Ifl b jr.X #`'8   *      `',,,,44 lalytU!J<$$Ifl!v h5555555855 *5 5 #v#v#v8#v#v *#v :V l`'555855 *5 / / /  /  /  /  /  alytU!Jkd$$Ifl b jr.X #`'8   *      `',,,,44 lalytU!J<$$Ifl!v h5555555855 *5 5 #v#v#v8#v#v *#v :V l`'555855 *5 /  / /   /  /  /  /  alytU!Jkd$$Ifl b jr.X #`'8    *         `',,,,44 lalytU!J$$Ifl!v h5555555855 *5 5 #v#v#v8#v#v *#v :V l P`'555855 *5 /  /  / / /   / /  alpnytU!Jkd$$Ifl b jr.X #`'       8  *     P`',,,,44 lalpnytU!J$$Ifl!v h5555555855 *5 5 #v#v#v8#v#v *#v :V l P`'555855 *5 /  /  / / / /   /  alpnytU!Jkd$$Ifl b jr.X #`'       8  *     P`',,,,44 lalpnytU!J$$If!v h5555555855 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( RpArialArial 6 |x6Owc2||p|m|Z|m|R R 0w|7 h||p|m|-wRO!%|-w 0wR dv% To.~gBB|LOn the fall snapshot date % F|EMF++@ *@$BBgC'-B6@H<, J?>@;?>??   % TX2o6~gBB2|LP, % FEMF++@ *@$BBgC'-B6@was the student +?>`?>?> ?>?>U@>F@>08 @>p @>@"@>@>@>}@>0o#@>`(@>*@>??   % T9o~gBB9|Llwas the student % FEMF++@ *@$BBgC'-B@0$9>ARIAL6@ currently@Q-@>B2@>а7@>`&;@>>@>C@>H@>@K@>iN@>??   ( RpArialArial Arial2||p|m|Z|m|R R 0w|7 h||p|m|-wRO!%|-w 0wR dv% To~gBB| L`currently% FpdEMF++@ @4(33?@ @ $=CgyBCgyB: $$==_888"% % W$y9% % $$AA( : F0$EMF+*@$BBgC'-B@0$9>ARIAL6@ enrolled in a [S@>PU@>Z@>p_@>0b@>g@>Pi@>k@>pp@>tu@>@w@>y@>`~@>Ч@> @>??   ( RpArialArial_@ Arial_2||p|m|Z|m|R R 0w|7 h||p|m|-wRO!%|-w 0wR dv% To~gBB|Ll enrolled in a % FEMF++@ *@$BBgC'-B6@l`career and technical education @y+?B>@=?B>Q?B>\?B>p?B> 5?B> ?B> ?B>@?B>`נ?B>?B>?B>?B>~?B>@b?B>`E?B>(?B>?B>@?B>`?B>?B>?B>T@B> F@B>7 @B>@B>@B>P@B> @B>p@B>#@B>??   % TgBBLcareer and technical education % FtEMF++@ *@$BBgC'-B6@@4(@h&@B>??   % TTgBBLP(% FEMF++@ *@$BBgC'-B6@THCTE^)@B>P/@B>P75@B>??   % T`gBBLTCTE % F|EMF++@ *@$BBgC'-B6@H<) %;@B>>@B>??   % TXgBBLP) % FEMF++@ *@$BBgC'-B6@pdcourse @@B>E@B>I@B>N@B>Q@B>OV@B>??   % TpgBBLXcourse% FtEMF++@ *@$BBgC'-B6@@4?0A[@B>??   % TTgBBLP?% F@4EMF++@ @$5qC--CqBj5B$$==% % V0.     % % $$AAFEMF+@D8?@@H<5qCwZCbזCwZCbזC--C5qC--C5qCwZC@$$==_888% % V00     % % $$AA( FEMF+*@$BB5qC--C@0$>ARIAL6@THYESmB>%>>%>>%>??   ( RpArialArial Arial_@2||p|m|Z|m|R R 0w|7 h||p|m|-wRO!%|-w 0wR dv% T`gBBLTYES% F@4EMF++@ @$C--CqBj5B$$==% % V0     % % $$AAFEMF+@D8?@@H<CwZC6CwZC6C--CC--CCwZC@$$==_888% % V0     % % $$AA( F|pEMF+*@$BBC--C6@H<NO}b>%>v>%>??   % TXgBBLPNO % F@4EMF++@ @$rҕBxCTjC\.B$$==% % V0J6EFTFT% % $$AAFEMF+@D8?@@H<rҕB.CC.CCxCrҕBxCrҕB.C@$$==_888% % V0I8GFTFTF% % $$AA( FXLEMF+*@$BBrҕBxC6@$Does the student have a >>Go>>;>>Ӿ>>>>>>1?>?>$?>-?>=?>F?>]X?>)j?>{?>?>R?>ď?>ઘ?>?>?>v?>?>ο?>??   % TYgBBYL|Does the student have a % FtEMF++@ *@$BBrҕBxC6@@44@?>??   % TTgBBLP4% FtEMF++@ *@$BBrҕBxC6@@4-&?>??   % TTgBBLP-% FEMF++@ *@$BBrҕBxC6@ year plan to z?>z?>`?>F?>?> ?>?>p@@>p@>p& @>p_ @>p@>p @>??   % T)gBB Lhyear plan to % FEMF++@ *@$BBrҕBxC6@th take a coherent sequence of CTE '>>>>>>>>?>s?>?!?>#*?>#:?>K?>]?>o?>/z?>?>?>U?>Ǘ?>ǟ?>୨?>?>y?>_?>E?>E?>+?>?>?>?>g?>?>]@> @>??   % T g$gBBg" Ltake a coherent sequence of CTE  % FEMF++@ *@$BBrҕBxC6@t!courses on the fall snapshot dates>?s>? >?>?????$??4??=??uO??Aa??%j?? s??j??P????4????ਠ??6??ਨ??ਰ????t??Z??Z??@??&???? ??????p$@???   % Te%3gBBe1!Lcourses on the fall snapshot date% FtEMF++@ *@$BBrҕBxC6@@4?p@???   % TT%3gBB1LP?% F@4EMF++@ @$2CxCTjC\.B$$==% % V0sEF,'F,'% % $$AAFEMF+@D8?@@H<2C.C6D.C6DxC2CxC2C.C@$$==_888% % V0uGF,'F,'F% % $$AA( FXLEMF+*@$BB2CxC6@$Does the student have a >>Go>>;>>Ӿ>>>>>>1?>?>$?>-?>=?>F?>]X?>)j?>{?>?>R?>ď?>ઘ?>?>?>v?>?>ο?>??   % TgBBL|Does the student have a % FtEMF++@ *@$BB2CxC6@@44@?>??   % TT!gBBLP4% FtEMF++@ *@$BB2CxC6@@4-&?>??   % TT"$gBB"LP-% FEMF++@ *@$BB2CxC6@ year plan to z?>z?>`?>F?>?> ?>?>p@@>p@>p& @>p_ @>p@>p @>??   % T&fgBB& Lhyear plan to % FEMF++@ *@$BB2CxC6@th take a coherent sequence of CTE '>>>>>>>>?>s?>?!?>#*?>#:?>K?>]?>o?>/z?>?>?>U?>Ǘ?>ǟ?>୨?>?>y?>_?>E?>E?>+?>?>?>?>g?>?>]@> @>??   % T Y$gBB" Ltake a coherent sequence of CTE  % FEMF++@ *@$BB2CxC6@t!courses on the fall snapshot dates>?s>? >?>?????$??4??=??uO??Aa??%j?? s??j??P????4????ਠ??6??ਨ??ਰ????t??Z??Z??@??&???? ??????p$@???   % T%S3gBB1!Lcourses on the fall snapshot date% FtEMF++@ *@$BB2CxC6@@4?p@???   % TTR%W3gBBR1LP?% F@4EMF++@ @$ogAhZCB?U>+?U>??   % T`?iUwgBB?uLTYES% FtEMF++@ *@$BBogAhZC6@@4(=>??   % TTwgBBLP(% F EMF++@ *@$BBogAhZC6@Choose one optionT=>H>>>>=>>>>>>6 ?>?>#?>5?>~G?>bP?>.b?>s?>|?>@?>@?>??   % TwgBBLpChoose one option % FtEMF++@ *@$BBogAhZC6@@4)@ɓ?>??   % TT}wgBB}LP)% F@4EMF++@ @$4CLLCqBj5B$$==% % V0bL *L *L *% % $$AAFEMF+@D8?@@H<4CC5qCC5qCLLC4CLLC4CC@$$==_888% % V0`L *L *L % % $$AA( F|pEMF+*@$BB4CLLC6@H<NO}b>%>v>%>??   % TXqgBB}LPNO % F@4EMF++@ @$CCqBqB$$==% % V0&[cbby*y*b% % $$AAFEMF+@D8?@@H<C6CLLC6CLLCCCCC6C@$$==_888% % V0$Yeby*y*bby% % $$AA( FEMF+*@$BBCC@0$>ARIAL6@ Code the B=RO>% >RO>U[>RO>”>RO>Z>RO>">RO>r>RO>@E?RO>@?RO>??   ( RpArial!r@q  |h4!Arial2||p|m|Z|m|R R 0w|7 h||p|m|-wRO!%|-w 0wR dv% T+b^pgBB+n L`Code the % FEMF++@ *@$BBCC6@|pstudentʶ=u>">u>5M>u>>u>ʴ>u>b>u>z>u>??   % Tx/qXgBB/}L\student% F|EMF++@ *@$BBCC6@H<--Et>?r>???   % TX=CgBB=LP--% FtEMF++@ *@$BBCC6@@41¤>???   % TTEIgBBELP1% F@4EMF++@ @$6CLLCqBX.B$$==% % V0by*y@@*y*% % $$AAFEMF+@D8?@@H<6C2CC2CCLLC6CLLC6C2C@$$==_888% % V0`y@@*y*y% % $$AA( FEMF+*@$BB6CLLC@0$>ARIAL6@THYESmB>o>>o>>o>??   ( RpArialArial !r@q 2||p|m|Z|m|R R 0w|7 h||p|m|-wRO!%|-w 0wR dv% T`m{gBByLTYES% F@4EMF++@ @$2 DhZCqB/>v>/>??   % TXDpT~gBBD|LPNO % F@4EMF++@ @$ClC-C\.B$$==% % V0j.!!..% % $$AAFEMF+@D8?@@H<C#8CD#8CDlCClCC#8C@$$==_888% % V0h!!..% % $$AA( FEMF+*@$BBClC6@XLHas the student completed at =r|>:;>r|>5>r|>5>r|>>r|>>r|>]>r|>?r|>?r|>?r|>'?r|>9?r|>ZK?r|>&]?r|>n?r|>w?r|>@]?r|>@]?r|>@C?r|>@?r|>@}?r|>@ ?r|>@?r|>@c?r|>@I?r|>@/?r|>@?r|>@?r|>@?r|>??   % TsgBBsLHas the student completed at  % FEMF++@ *@$BBClC6@L@least one semester of a CTE =9>>9>W>9>>9>>9>Q>9>>9>>9>$ ?9>?9>'?9>7?9>I?9>Hd?9>v?9>@ ?9>@|?9>@b?9>@?9>@(?9>@?9>@?9>@?9>@ش?9>@J?9>@?9>@?9>@J?9>??   % TugBBuLleast one semester of a CTE   % FEMF++@ *@$BBClC6@`Tcourse which is part of their J>9>JT>9>>9>U>9>>9>>9>?9>?9>%?9>6?9>>?9>N?9>_?9>h?9>o?9>?9>@[?9>@A?9>@'?9>@{?9>@?9>@_?9>@E?9>@?9>@)?9>@?9>@?9>@g?9>@?9>@I?9>??   % Tx gBBxLcourse which is part of their  % FH<EMF++@ *@$BBClC6@CTE coherent sequenceI>?>?>?>?>?D ????.??@??PK??]??n??w??@X??@X??@>??@$??@ ??@??@ִ??@ּ????   % T}gBB}LxCTE coherent sequence % FtEMF++@ *@$BBClC6@@4?@????   % TTgBBLP?% F@4EMF++@ @$2 DCqBqB$$==% % V0.l""&&"% % $$AAFEMF+@D8?@@H<2 D\TCnD\TCnDC2 DC2 D\TC@$$==_888% % V0,m"&&""% % $$AA( FEMF+*@$BB2 DC@0$>ARIAL6@ Code the B=RO>% >RO>U[>RO>”>RO>Z>RO>">RO>r>RO>@E?RO>@?RO>??   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( RpArialArial Arial2||p|m|Z|m|R R 0w|7 h||p|m|-wRO!%|-w 0wR dv% T|;gBBL\Option A % F@4EMF++@ @$+bCTPC\.Bj5B$$==% % V0wkw@0 @0 kwk% % $$AAFEMF+@D8?@@H<+bCCYRCCYRCTPC+bCTPC+bCC@$$==_888% % V0w@0 @0 kwkw@% % $$AA( FEMF+*@$BB+bCTPC6@xOption B+>%>}>%>u>%>=>%>u>%> >%>?%> ?%>??   % T|gBBL\Option B % F@4EMF++@ @$ffF@CB|B$$==% % V0}F2`2V$V$`2`% % $$AAFEMF+@D8?@@H<ffF@WDBWDBCffF@CffF@WD@$$==_888% % V0~H2V$V$`2`2V$% % $$AA( FEMF+*@$BBffF@C6@Does the student=OG>RQ>OG>A>OG>ٯ>OG>>OG>>OG>i>OG> ?OG>L?OG>0&?OG>06?OG>??OG>P?OG>b?OG>xt?OG>@"?OG>??   % Ti gBB LlDoes the student % FtEMF++@ *@$BBffF@C6@@4'@?OG>??   % TTij gBBi LP'% F|EMF++@ *@$BBffF@C6@H<s @?OG>@?OG>??   % TXkq gBBk LPs % FtEMF++@ *@$BBffF@C6@@44Ԭ=>??   % TT gBB LP4% FtEMF++@ *@$BBffF@C6@@4->>??   % TT gBBLP-% FtEMF++@ *@$BBffF@C6@@4 :H>>??F(EMF++@ *@$BBffF@C6@year plan include k>>>>}>>>>e>>?>?>?>,?>>?>zG?>N?>b`?>bp?>~w?>@?>@?>@q?>??   % T wgBBLpyear plan include % FEMF++@ *@$BBffF@C6@|ptaking =>=>>>O>>k>>>>)>>??   % Tx(#gBB!L\taking % F|EMF++@ *@$BBffF@C6@H<2 >>>>??   % TX*1#gBB*!LP2 % FEMF++@ *@$BBffF@C6@ or more CTE (?>?>?>'?>(B?>S?>^?>hp?>Ly?>@4?>@?>@?>??   % T4y#gBB4! 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( RpArialArial Arial2||p|m|Z|m| H 0w|7 h||p|m|-wH!%|-w 0w dv% T`gBBLTYES% F@4EMF++@ @$C--CqBj5B$$==% % V0     % % $$AAFEMF+@@4?@H<CwZC6CwZC6C--CC--CCwZC@$$==_888% % V0     % % $$AA( F|pEMF+*@$BBC--C6@H<NO}b>%>v>%>??   % TXgBBLPNO % F@4EMF++@ @$rҕBxCTjC\.B$$==% % V0J6EFTFT% % $$AAFEMF+@@4?@H<rҕB.CC.CCxCrҕBxCrҕB.C@$$==_888% % V0I8GFTFTF% % $$AA( FXLEMF+*@$BBrҕBxC6@$Does the student have a >>Go>>;>>Ӿ>>>>>>1?>?>$?>-?>=?>F?>]X?>)j?>{?>?>R?>ď?>ઘ?>?>?>v?>?>ο?>??   % TYgBBYL|Does the student have a % FtEMF++@ *@$BBrҕBxC6@@44@?>??   % TTgBBLP4% FtEMF++@ *@$BBrҕBxC6@@4-&?>??   % TTgBBLP-% FEMF++@ *@$BBrҕBxC6@ year plan to z?>z?>`?>F?>?> ?>?>p@@>p@>p& @>p_ @>p@>p @>??   % T)gBB Lhyear plan to % FEMF++@ *@$BBrҕBxC6@th take a coherent sequence of CTE '>>>>>>>>?>s?>?!?>#*?>#:?>K?>]?>o?>/z?>?>?>U?>Ǘ?>ǟ?>୨?>?>y?>_?>E?>E?>+?>?>?>?>g?>?>]@> @>??   % T g$gBBg" Ltake a coherent sequence of CTE  % FEMF++@ *@$BBrҕBxC6@xcourses s????o??U??੘??੠????????   % T|%3gBB1L\courses % FtEMF++@ *@$BBrҕBxC6@@4?????   % TT%3gBB1LP?% F@4EMF++@ @$2CxCTjC\.B$$==% % V0sEF,'F,'% % $$AAFEMF+@@4?@H<2C.C6D.C6DxC2CxC2C.C@$$==_888% % V0uGF,'F,'F% % $$AA( FXLEMF+*@$BB2CxC6@$Does the student have a >>Go>>;>>Ӿ>>>>>>1?>?>$?>-?>=?>F?>]X?>)j?>{?>?>R?>ď?>ઘ?>?>?>v?>?>ο?>??   % TgBBL|Does the student have a % FtEMF++@ *@$BB2CxC6@@44@?>??   % TT!gBBLP4% FtEMF++@ *@$BB2CxC6@@4-&?>??   % TT"$gBB"LP-% FEMF++@ *@$BB2CxC6@ year plan to z?>z?>`?>F?>?> ?>?>p@@>p@>p& @>p_ @>p@>p @>??   % T&fgBB& Lhyear plan to % FEMF++@ *@$BB2CxC6@th take a coherent sequence of CTE '>>>>>>>>?>s?>?!?>#*?>#:?>K?>]?>o?>/z?>?>?>U?>Ǘ?>ǟ?>୨?>?>y?>_?>E?>E?>+?>?>?>?>g?>?>]@> @>??   % T Y$gBB" Ltake a coherent sequence of CTE  % FEMF++@ *@$BB2CxC6@xcourses s????o??U??੘??੠????????   % T|%3gBB1L\courses % FtEMF++@ *@$BB2CxC6@@4?????   % TT%3gBB1LP?% F@4EMF++@ @$ogAhZCB?U>+?U>??   % T`?iUwgBB?uLTYES% FtEMF++@ *@$BBogAhZC6@@4(=>??   % TTwgBBLP(% F EMF++@ *@$BBogAhZC6@Choose one optionT=>H>>>>=>>>>>>6 ?>?>#?>5?>~G?>bP?>.b?>s?>|?>@?>@?>??   % TwgBBLpChoose one option % FtEMF++@ *@$BBogAhZC6@@4)@ɓ?>??   % TT}wgBB}LP)% F@4EMF++@ @$%eCLLCqBj5B$$==% % V0b#^*^&&*^*% % $$AAFEMF+@@4?@H<%eCC ,CC ,CLLC%eCLLC%eCC@$$==_888% % V0`%^&&*^*^% % $$AA( F|pEMF+*@$BB%eCLLC6@H<NO}b>%>v>%>??   % TXq gBB}LPNO % F@4EMF++@ @$5qCDqBqB$$==% % V0L.$(($$% % $$AAFEMF+@@4?@H<5qC"DbזC"DbזCD5qCD5qC"D@$$==_888% % V0J0(($$(% % $$AA( FEMF+*@$BB5qCD@0$>ARIAL6@ Code the B=RO>% >RO>U[>RO>”>RO>Z>RO>">RO>r>RO>@E?RO>@?RO>??   ( RpArialArial Arial2||p|m|Z|m| H 0w|7 h||p|m|-wH!%|-w 0w dv% TS)agBB_ L`Code the % FEMF++@ *@$BB5qCD6@|pstudentʶ=u>">u>5M>u>>u>ʴ>u>b>u>z>u>??   % Txb#pgBBnL\student% F|EMF++@ *@$BB5qCD6@H<--Et>?r>???   % TXp~gBB|LP--% FtEMF++@ *@$BB5qCD6@@41¤>???   % TTp~gBB|LP1% F@4EMF++@ @$6CLLCqBX.B$$==% % V0by*y@@*y*% % $$AAFEMF+@@4?@H<6C2CC2CCLLC6CLLC6C2C@$$==_888% % V0`y@@*y*y% % $$AA( FEMF+*@$BB6CLLC@0$>ARIAL6@THYESmB>o>>o>>o>??   ( RpArialArial Arial2||p|m|Z|m| H 0w|7 h||p|m|-wH!%|-w 0w dv% T`m{gBByLTYES% F@4EMF++@ @$2 DhZCqB/>v>/>??   % TXDpT~gBBD|LPNO % F@4EMF++@ @$ClC-C\.B$$==% % V0j.!!..% % $$AAFEMF+@@4?@H<C#8CD#8CDlCClCC#8C@$$==_888% % V0h!!..% % $$AA( FEMF+*@$BBClC6@XLHas the student completed at =r|>:;>r|>5>r|>5>r|>>r|>>r|>]>r|>?r|>?r|>?r|>'?r|>9?r|>ZK?r|>&]?r|>n?r|>w?r|>@]?r|>@]?r|>@C?r|>@?r|>@}?r|>@ ?r|>@?r|>@c?r|>@I?r|>@/?r|>@?r|>@?r|>@?r|>??   % TsgBBsLHas the student completed at  % FEMF++@ *@$BBClC6@`Tleast one CTE course which is =9>Խ=9>&>9>Jm>9>>9>m>9>5>9>>9>?9>~?9>b?9>~2?9> F?9>b[?9>Fd?9>Ft?9>@ ?9>@?9>@C?9>@C?9>@)?9>@?9>@)?9>@?9>@?9>@?9>@?9>@?9>@?9>@?9>??   % TpgBBpLleast one CTE course which is   % FxEMF++@ *@$BBClC6@D8part of their CTE coherent >>9>>9>>9>>9>>9>>9>?9>t ?9>ij?9><?9>.?9>??9>F?9>Q?9>|Z?9>q?9>@?9>@>?9>@?9>@?9>@?9>@|?9>@b?9>@?9>@?9>@?9>@?9>??   % T|gBB|Lpart of their CTE coherent  % FEMF++@ *@$BBClC6@xsequence??)??T;?? M??^??p??@B??@B????   % T|gBBL\sequence% FtEMF++@ *@$BBClC6@@4?@(????   % TTgBBLP?% F@4EMF++@ @$pK#DCqBqB$$==% % V0[((y,y,(% % $$AAFEMF+@@4?@H<pK#D6Ci2D6Ci2DCpK#DCpK#D6C@$$==_888% % V0Y(y,y,((y% % $$AA( FEMF+*@$BBpK#DC@0$>ARIAL6@ Code the B=RO>% >RO>U[>RO>”>RO>Z>RO>">RO>r>RO>@E?RO>@?RO>??   ( RpArialArial Arial2||p|m|Z|m| H 0w|7 h||p|m|-wH!%|-w 0w dv% TbpgBBn L`Code the % FEMF++@ *@$BBpK#DC6@|pstudentʶ=u>">u>5M>u>>u>ʴ>u>b>u>z>u>??   % TxqgBB}L\student% F|EMF++@ *@$BBpK#DC6@H<--}b>?>???   % TXgBBLP--% FtEMF++@ *@$BBpK#DC6@@4 ޛ>???FtEMF++@ *@$BBpK#DC6@@40>???   % TTgBBLP0% F@4EMF++@ @$ffF@TPCBj5B$$==% % V0H2k2@s@sk2k% % $$AAFEMF+@@4?@H<ffF@CSCBCSCBTPCffF@TPCffF@C@$$==_888% % V0I2@s@sk2k2@% % $$AA( FEMF+*@$BBffF@TPC@0$>ARIAL6@xOption AF=%>3U>%>1>%>>%>1>%>>%>a>%>?%>??   ( RpArialArial Arial2||p|m|Z|m| H 0w|7 h||p|m|-wH!%|-w 0w dv% T|;gBBL\Option A % F@4EMF++@ @$'-BTPC].Bj5B$$==% % V0ak@ @ kk% % $$AAFEMF+@@4?@H<'-BC--CC--CTPC'-BTPC'-BC@$$==_888% % V0_@ @ kk@% % $$AA( FEMF+*@$BB'-BTPC6@xOption B+>%>}>%>u>%>=>%>u>%> >%>?%> ?%>??   % T|pgBBpL\Option B % F@4EMF++@ @$ffF@CB|B$$==% % V0}F2`2V$V$`2`% % $$AAFEMF+@@4?@H<ffF@WDBWDBCffF@CffF@WD@$$==_888% % V0~H2V$V$`2`2V$% % $$AA( FEMF+*@$BBffF@C6@Does the student=OG>RQ>OG>A>OG>ٯ>OG>>OG>>OG>i>OG> ?OG>L?OG>0&?OG>06?OG>??OG>P?OG>b?OG>xt?OG>@"?OG>??   % Ti gBB LlDoes the student % FtEMF++@ *@$BBffF@C6@@4'@?OG>??   % TTij gBBi LP'% F|EMF++@ *@$BBffF@C6@H<s @?OG>@?OG>??   % TXkq gBBk LPs % FtEMF++@ *@$BBffF@C6@@44Ԭ=>??   % TT gBB LP4% FtEMF++@ *@$BBffF@C6@@4->>??   % TT gBBLP-% FtEMF++@ *@$BBffF@C6@@4 :H>>??F(EMF++@ *@$BBffF@C6@year plan include k>>>>}>>>>e>>?>?>?>,?>>?>zG?>N?>b`?>bp?>~w?>@?>@?>@q?>??   % T wgBBLpyear plan include % FEMF++@ *@$BBffF@C6@|ptaking =>=>>>O>>k>>>>)>>??   % Tx(#gBB!L\taking % F|EMF++@ *@$BBffF@C6@H<2 >>>>??   % TX*1#gBB*!LP2 % FEMF++@ *@$BBffF@C6@ or more CTE (?>?>?>'?>(B?>S?>^?>hp?>Ly?>@4?>@?>@?>??   % T4y#gBB4! Ldor more CTE   % FEMF++@ *@$BBffF@C6@ courses for =?=?+>?"s>?>?>?y>?y>? ?? ????x'????   % T!C/gBB- Ldcourses for % F|EMF++@ *@$BBffF@C6@H<3 \0??(B????   % TXE!L/gBBE-LP3 % FEMF++@ *@$BBffF@C6@xor more K??\??g??dp??@??@l??@??@????   % T|O!y/gBBO-L\or more  % FEMF++@ *@$BBffF@C6@|pcreditsq>1?q>1??1??1?x'?1?.?1?x7?1???   % Tx+-N;gBB+9L\credits% FtEMF++@ *@$BBffF@C6@@4?xG?1???   % TTN-S;gBBN9LP?% F@4EMF++@ @$aBD].C"C$$==% % V0Nz'1^1^''% % $$AAFEMF+@@4?@H<aB@3GD%eC@3GD%eCDaBDaB@3GD@$$==_888% % V0Lx1^1^''1% % $$AA( FEMF+*@$BBaBD6@Does the student<===@>=>=>=i>=1>=>=0?=?= ?=(?=:?=L?=\^?=(p?=??   % TQzgBBQLlDoes the student % FtEMF++@ *@$BBaBD6@@4' y?=??   % TTzgBBLP'% F|EMF++@ *@$BBaBD6@H<s (?=@?=??   % TXzgBBLPs % FtEMF++@ *@$BBaBD6@@44<r|>??   % TTQVgBBQLP4% FtEMF++@ *@$BBaBD6@@4-D=r|>??   % TTXZgBBXLP-% FPDEMF++@ *@$BBaBD6@year plan include the B>r|>BN>r|>>r|>Q>r|>>r|>i>r|>>r|>?r|>h?r|>4'?r|>0?r|>47?r|>I?r|>Y?r|>`?r|>q?r|>@ځ?r|>@?r|>@2?r|>@?r|>@?r|>@p?r|>??   % T\gBB\Lxyear plan include the % FEMF++@ *@$BBaBD6@ following9>9>>9>>9>>9> >9>?9>?9> ?9>1?9>??   % TigBBi L`following % FtEMF++@ *@$BBaBD6@@4:C?9>??   % TTgBBLP:% FEMF++@ *@$BBaBD@0$>6İ4<@???   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( RpArialSymbol Arial2||p|m|Z|m| H 0w|7 h||p|m|-wH!%|-w 0w dv% TigBBiLxa state approved Tech % FEMF++@ *@$BBaBD6@h\Prep 9>@4?>@4?9>@4?>@4? ?@4???   % TligBBiLXPrep % FEMF++@ *@$BBaBD6@|pprogram?@4?d%?@4? 0?@4?A?@4?S?@4?L^?@4?p?@4???   % TxgBBL\program% FEMF++@ *@$BBaBD6@ of study @`?@4?@҉?@4?@?@4?@*?@4?@?@4?@?@4?@?@4?@?@4?@ڹ?@4?@?@4???   % TgBB L` of study % FEMF++@ *@$BBaBD6@ including 9>@T?q>@T? >@T? >@T?A>@T??@T??@T?!?@T?3?@T?lE?@T???   % TigBBi L`including % FtEMF++@ *@$BBaBD6@@42PN?@T???   % TTgBBLP2% FEMF++@ *@$BBaBD6@ or more `?@T?i?@T?z?@T?@?@T?@,?@T?@?@T?@f?@T?@?@T?@?@T???   % TgBB L` or more  % FtEMF++@ *@$BBaBD6@@4C9>@t???   % TTipgBBiLPC% FEMF++@ *@$BBaBD6@THTE q>@t?>@t??@t???   % T`rgBBrLTTE % FEMF++@ *@$BBaBD6@ courses for ?@t? ?@t?1?@t?C?@t?@N?@t?@^?@t? p?@t?@?@t?@x?@t?@?@t?@Б?@t?@$?@t???   % TgBB Ldcourses for % FtEMF++@ *@$BBaBD6@@43@?@t???   % TTgBBLP3% FEMF++@ *@$BBaBD6@\P or @|?@t?@?@t?@Ա?@t?@(?@t???   % TdgBBLT or % FEMF++@ *@$BBaBD6@ more credits9>n?>n?!>n?q>n??n??n?(?n?3?n?\E?n?(W?n?D^?n?(g?n???   % TigBBi Ldmore credits % FtEMF++@ *@$BBaBD6@@4 ARIAL6@\Pand 9?n?0?n?C?n?W?n???   ( RpArialArialht! Symbol2||p|m|Z|m| H 0w|7 h||p|m|-wH!%|-w 0w dv% TdgBBLTand % FEMF++@ *@$BBaBD@0$>6İ4ARIAL6@lead to postsecondary 9>?q>? >?>??? ??d??0'??0??A??S??c??l??|??@.??@.??@??@??@??@Ʋ??@??@????   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4 HaHp<yti$$IfH!vh55858585858#v#v8:V H <558/  /  / /  / / 4 HaHp<yt$$If!vh55555555#v#v#v#v:V H\,5555/ 4 Hayt>$$If!vh55555555#v#v#v#v:V H\5555/ 4 Hayt>$$If!vh55555555#v#v#v#v:V H\5555/ 4 Hayt>$$If!vh55555555#v#v#v#v:V H\5555/  4 Hayt>$$If!vh55555555#v#v#v#v:V H\5555/  /  / / / 4 Hayt>$$If!vh55555555#v#v#v#v:V H\5555/  /  / / /  4 Hayt>$$If!vh55555555#v:V H,5/ / / 4 Hap2yt>$$If!vh55555555#v:V H5/ / / 4 Hap2yt>$$If!vh55555555#v:V H5/ / / 4 Hap2yt>$$If!vh55555555#v:V H5/  / /  / 4 HapPyt>$$If!vh55555555#v:V H5/ /  / / 4 HapPyt>$$If!vh55555555#v:V H5/  / /  / 4 HapPyt>$$If!vh558585858#v#v8:V H,558/ / / 4 Hap yt>$$If!vh558585858#v#v8:V H558/ / / 4 Hap yt>$$If!vh558585858#v#v8:V H558/ / / 4 Hap yt>$$If!vh558585858#v#v8:V H558/  / /  / 4 Hap2yt>/$$If!vh558585858#v#v8:V H 2 558/ /  / / 4 Hap2 yt>/$$If!vh558585858#v#v8:V H 2 558/  / /  / 4 Hap2 yt>$$If!vh5^5 5#v^#v #v:V l44$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5!!!!!!!! ! ! ! ! !!!!!!!!!!!!!!!!!!! !!!"!#!$!%!&!'!(!)!*!+!,!-!.!/!0!1!2!3!4!5!6!7!8!9!:!;!!?!@!A!B!C!D!E!F!G!H!I!J!K!L!M!N!O!P!Q!R!S!T!U!V!W!X!Y!Z![!\!]!^!_!`!a!b!c!d!e!f!g!h!i!j!k!l!m!n!o!p!r!s!t!u!v!w!x!y!z!{!|!}!~!!! 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / / / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW$$If!vh5^5 5#v^#v #v:V l4$5^5 5/ / /  /  af4ytW:$$IfH!v h55r585n55555 *5 #v#vr#v8#vn#v#v#v#v *#v :V H2%, 55r585n5555 *5 / / / 4 HaHytz{r4$$IfH!v h55r585n55555 *5 #v#vr#v8#vn#v#v#v#v *#v :V H2%55r585n5555 *5 / / / 4 HaHytz{r4$$IfH!v h55r585n55555 *5 #v#vr#v8#vn#v#v#v#v *#v :V H2%55r585n5555 *5 / / / 4 HaHytz{rB$$IfH!v h55r585n55555 *5 #v#vr#v8#vn#v#v#v#v *#v :V H2%55r585n5555 *5 / / /  / 4 HaHytz{r^$$IfH!v h55r585n55555 *5 #v#vr#v8#vn#v#v#v#v *#v :V H2%55r585n5555 *5 /  /  / /   / / 4 HaHytz{r^$$IfH!v h55r585n55555 *5 #v#vr#v8#vn#v#v#v#v *#v :V H2%55r585n5555 *5 /  /  / /   / / 4 HaHytz{r$$IfH!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &, 55r5n555 5 / / / 4 HaHytz{r$$IfH!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / / / 4 HaHytz{r$$IfH!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / / / 4 HaHytz{r&$$IfH!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / / /  / 4 HaHytz{r&$$IfH!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / /  / / 4 HaHytz{r&$$IfH!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / /  / / 4 HaHytz{r$$IfH!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$, 5558555*5 / / / 4 HaHytz{r$$IfH!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 / / / 4 HaHytz{r$$IfH!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 / / / 4 HaHytz{r&$$IfH!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 / / /  / 4 HaHytz{rB$$IfH!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 /  /  / /   / / 4 HaHytz{rB$$IfH!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 /  /  / /   / / 4 HaHytz{r$$IfH!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%, 55r5555 5 / / / 4 HaHytz{r$$IfH!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / / / 4 HaHytz{r$$IfH!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / / / 4 HaHytz{r&$$IfH!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / / /  / 4 HaHytz{r&$$IfH!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / /  / / 4 HaHytz{r&$$IfH!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / /  / / 4 HaHytz{r$$IfH!v h55555555*5 *5 *#v#v#v#v#v *:V H#, 55555 */ / / 4 HaHytz{r$$IfH!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */ / / 4 HaHytz{r$$IfH!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */ / / 4 HaHytz{r $$IfH!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */ / /  / 4 HaHytz{r&$$IfH!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */  /  / /   / / 4 HaHytz{r&$$IfH!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */  /  / /   / / 4 HaHytz{r$$IfH!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#, 555*5555 / / / 4 HaHytz{r$$IfH!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / / / 4 HaHytz{r$$IfH!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / / / 4 HaHytz{r&$$IfH!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / / /  / 4 HaHytz{r&$$IfH!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / /  / / 4 HaHytz{r&$$IfH!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / /  / / 4 HaHytz{r/$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr', 55r5555 / / /  / /  4 Hayt>kdį$$IfH Hb !&. 6$'r  r',,,,44 Hayt>)$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr'55r5555 / / /  / /  4 Hayt>kd$$IfH Hb !&. 6$'r  r',,,,44 Hayt>)$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr'55r5555 / / /  / /  4 Hayt>kd$$IfH Hb !&. 6$'r  r',,,,44 Hayt>)$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr'55r5555 / / /  / /  4 Hayt>kd'$$IfH Hb !&. 6$'r   r',,,,44 Hayt>$$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V H nr'55r5555 /  /   /  / / 4 Hapnyt>kdF$$IfH Hb !&. 6$'  r           nr',,,,44 Hapnyt>$$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V H nr'55r5555 /  /  / / /   4 Hapnyt>kd[$$IfH Hb !&. 6$'  r           nr',,,,44 Hapnyt>$$IfH!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$, 5d5w5565 / 4 HaHytz{r$$IfH!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 / 4 HaHytz{r$$IfH!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 / 4 HaHytz{r$$IfH!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 / /  4 HaHytz{r4$$IfH!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 /  /  / / /   /   / 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H,5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  / / / 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  / / /  4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5#v`#v:V H,5`5/ /  4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5#v`#v:V H5`5/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5#v`#v:V H5`5/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5#v`#v:V H5`5/  /  4 HaHytz{ry$$IfH!vh5`5`5`5`5`5`5#v`#v:V H F5`5/ /  / / / 4 HaHpFytz{rkd$$IfH֞` @` ` ` ` ` `   F44 HaHpFytz{ry$$IfH!vh5`5`5`5`5`5`5#v`#v:V H F5`5/  /  / / /  4 HaHpFytz{rkdq$$IfH֞` @` ` ` ` ` `   F44 HaHpFytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H,5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  /  / 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H,5`/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/  /  4 HaHytz{rk$$IfH!vh5`5`5`5`5`5`5`#v`:V H F5`/  /  /  /  / 4 HaHpFytz{rkd^$$IfH֞` @`  `  `  `  `  `   `    F44 HaHpFytz{rk$$IfH!vh5`5`5`5`5`5`5`#v`:V H F5`/  /  /  /  / 4 HaHpFytz{rkd$$IfH֞` @`  `  `  `  `  `   `    F44 HaHpFytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H,5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  / / / 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  / / /  4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H,5`/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/ 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/  /  4 HaHytz{ry$$IfH!vh5`5`5`5`5`5`5`#v`:V H F5`/ / /  /  /  / 4 HaHpFytz{rkd$$IfH֞` @` ` ` ` ` `  `    F44 HaHpFytz{ry$$IfH!vh5`5`5`5`5`5`5`#v`:V H F5`/  / /  /  /  / 4 HaHpFytz{rkd)$$IfH֞` @` ` ` ` ` `  `    F44 HaHpFytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H,5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/ 4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  4 HaHytz{r$$IfH!vh5555555`5`#v#v#v#v`:V H5555`/  /  /  / 4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H,5`/ / /  4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/ / /  4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/ / /  4 HaHytz{r$$IfH!vh5`5`5`5`5`5`5`#v`:V H5`/  / /  /  4 HaHytz{rk$$IfH!vh5`5`5`5`5`5`5`#v`:V H F5`/  /  /  /  / 4 HaHpFytz{rkd$$IfH֞` @`  `  `  `  `  `   `    F44 HaHpFytz{rk$$IfH!vh5`5`5`5`5`5`5`#v`:V H F5`/  /  /  /  / 4 HaHpFytz{rkd$$IfH֞` @`  `  `  `  `  `   `    F44 HaHpFytz{r$$IfH!v h555555555 #v#v#v :V H!, 555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V H!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V H!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V H!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V H!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V H!555 / /  /  4 HaHytz{r$$IfH!vh5555585*5T#v#v#v8#v*#vT:V H0<,55585*5T4 HaHyt2k$$IfH!vh5555585*5T#v#v#v8#v*#vT:V H0<55585*5T4 HaHyt2k$$IfH!vh5555585*5T#v#v#v8#v*#vT:V H0<55585*5T4 HaHyt2k$$IfH!vh5555585*5T#v#v#v8#v*#vT:V H0<55585*5T4 HaHyt2k$$IfH!vh5555585*5T#v#v#v8#v*#vT:V H F0<55585*5T4 HaHpFyt2kPkdL $$IfH֞ <8*T F0<44 HaHpFyt2k$$IfH!vh5555585*5T#v#v#v8#v*#vT:V H F0<55585*5T4 HaHpFyt2kPkd0$$IfH֞ <8*T F0<44 HaHpFyt2ks$$If !vh55j#v#vj:V l455j/ a f4yt>s$$If !vh55j#v#vj:V l455j/ a f4yt>e$$If !vh55j#v#vj:V l455ja f4yt>k$$If !vh55j#v#vj:V l4,55ja f4yt>e$$If !vh55j#v#vj:V 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H5F5555/  / /  / 4 HaHyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!'"%"!!!!!!!!!!!"5F5555/ /  / / 4 HaHpFyt2kkd2$$IfH֞F V^F        F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkd͂$$IfH֞F V^F F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkdZ$$IfH֞F V^F F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkd$$IfH֞F V^F F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkdt$$IfH֞F V^F F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkd$$IfH֞F V^F F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkd$$IfH֞F V^F F44 HaHpFyt2k$$Ifl!vh55#v#v:V l t0'655alytz{r$$IfH!v h555555555 #v#v#v :V Hf!, 555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 /  /  /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!v h555555555 #v#v#v :V Hf!555 / /  /  4 HaHytz{r$$IfH!vh5F555555#vF#v#v#v#v:V H,5F5555/ / / 4 HaHyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H5F5555/ / / 4 HaHyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H5F5555/ / / 4 HaHyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H5F5555/  / /  / 4 HaHyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ /  / / 4 HaHpFyt2kkd$$IfH֞F V^F        F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkdY$$IfH֞F V^F F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkd$$IfH֞F V^F F44 HaHpFyt2k$$IfH!vh5F555555#vF#v#v#v#v:V H F5F5555/ / / 4 HaHpFyt2kkds$$IfH֞F V^F F44 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2!55F5558/  / 4 HaHp2yt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkdO$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd1$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkdf$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkd$$IfH֞N rP!F88 F!44 HaHpFyt2kk$$IfH!vh55F5555858#v#vF#v#v#v8:V H F!55F5558/ 4 HaHpFyt2kkdH$$IfH֞N rP!F88 F!44 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