ࡱ> E~23prtvxz }!!  bjbjT~T~ g$66; dd+++++d . . .1DEDX .CC333:Ti&((((((c<(+y}^(++33F=$GGGt+3+3&G&GG n 3pmrH .uX za<:h AͨJ At6&A+4"%GOHcf((0 Ad m*: Section 2: Data Submission Requirements Data Submission Requirements PEIMS will require four categories of data: organization, district finance (budget and actual), staff, and student. A record layout format is specified for the reporting of data within each category. These record layouts are mandatory both for data submission from school districts to education service centers (ESCs) and for data submission from ESCs to the (). School districts are urged to think of PEIMS reporting requirements in terms of the submission of a set of data files rather than the filing of a report. Data extracted from the school district database, whether automated or not, are to be formatted according to the record layouts for submission purposes. Every school district in the state will use the same record layout to submit data, regardless of the degree of sophistication of its data processing facility. The school district's data files will be edited at the ESC and, subsequently, at by a standard editing process provided by . This section 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 ; record type discussions which describe information related to each particular record type; data submission input forms 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 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 ID Number Change Enrollment Special Education Program Career and Technical Program Career and Technical Course School Leaver Basic Attendance Special Education Attendance Optional Extended Year Program 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 101 105 110 163 169 170 203 400 405 407 408 410 415 425 435 461 500 505 510 010 ORGANIZATION DATA - DISTRICT Record Type CodeDistrict IDDistrict NameFillerE0755E0212E0213C042Columns 1 - 3Columns 4 9Columns 10 - 43Columns 44 80010010 symbol 110 \f "Wingdings" \s 8 \h Each district will submit one 010 record. symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID should be the county-district number registered with . Special Instructions for Shared Services Arrangement symbol 110 \f "Wingdings" \s 8 \h The DISTRICT-ID of the fiscal agent will be used when reporting shared services arrangement (cooperative) data. Example Learning ISD with a DISTRICT-ID of 999-999 would report the district data in the following manner. Record Type CodeDistrict IDDistrict NameE0755E0212E0213C042Columns 1 - 3Columns 4 9Columns 10 - 43010999999LEARNING ISD Explanation of 010 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is reported as 999999. symbol 110 \f "Wingdings" \s 8 \h DISTRICT-NAME is Learning ISD. 011 ORGANIZATION DATA - SHARED SERVICES ARRANGEMENT Input Record Type CodeDistrict IDShared Svcs Arrangement Type CodeFiscal Agent District IDFillerE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 9Columns 10 11Columns 12 - 17Columns 18 - 80011011 symbol 110 \f "Wingdings" \s 8 \h An 011 record must be completed by all districts which participate in a shared services arrangement, including cooperative fiscal agents. The terms cooperative and shared services arrangement are used interchangeably in this document. symbol 110 \f "Wingdings" \s 8 \h An 011 record must be completed by all ESCs which serve as fiscal agents for shared services arrangements. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 record reporting, where only the fiscal agent reports the 033 record details. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is the fiscal agent district ID number. The fiscal agent district is responsible for reporting: 1) the actual financial data for the prior school year for the shared services arrangement, and 2) 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. 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 Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 17011888888119999990118888880199999901188888805999999 Explanation of 011 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 888888 indicates the district number for Pioneer ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 11 indicates special education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FISCAL-AGENT-ID 999999 indicates that Learning ISD is the fiscal agent for the SSAs. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 01 indicates adult education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h 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 Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 11Columns 12 - 170117777770277777701177777709777777 Explanation of 011 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 777777 indicates the district number for Apple ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 02 indicates bilingual education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FISCAL-AGENT-ID 777777 indicates that Apple ISD is the fiscal agent for the SSAs. symbol 110 \f "Wingdings" \s 8 \h 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 . 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 Arrangement 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 444444 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 333333 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 04 indicates compensatory or remedial education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h 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 . 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 Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701144444407777950 Member #2 Input Record Type CodeDistrict IDShared Svcs Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701133333307777950 Member #3 Input Record Type CodeDistrict IDShared Svcs Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701122222207777950 Education Service Center (Fiscal Agent only not a member) Input Record Type CodeDistrict IDShared Svcs Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701177795007777950 Explanation of 011 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 444444 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 07 indicates migrant education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FISCAL-AGENT-ID is 777950 for Education Service Center serving as Fiscal Agent. symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 333333 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 222222 for Member #3 ISD. symbol 110 \f "Wingdings" \s 8 \h 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 Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701177777711777777 Member #2 Input Record Type CodeDistrict IDShared Svcs Arrangement Type CodeFiscal Agent District IDE0755E0212E0776E0777C042C049Columns 1 - 3Columns 4 - 9Columns 10 - 11Columns 12 - 1701188888811777777 Explanation of 011 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 777777 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 888888 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 11 indicates special education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h The campuses reported on the 020 record must match the campuses registered with for the current year. In no case should an 020 record be reported for a campus with a number greater than 698. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID should be the campus number registered with the as of the reporting date. symbol 110 \f "Wingdings" \s 8 \h Notify the ESC PEIMS Coordinator and the PEIMS unit of concerning any changes in campus information prior to submitting the district's data to the ESC. symbol 110 \f "Wingdings" \s 8 \h Districts that have a campus under the administration of another district through the provision of Senate Bill 7 must still report the campus on an 020 record. Likewise, the administering district should also list the campus as a part of its district. The district to which the campus originally belonged will show a nine-digit number that is the county-district number with the campus number appended. The administering district will report a nine-digit number that is the administering district's county-district number with the campus number appended. The two campus numbers need not be the same. Example Learning ISD (999-999) has 10 campuses. Each campus will be reported. The first two campuses--Learning High School, with a CAMPUS-ID of 999-999-001, and Summit Elementary, with a CAMPUS-ID of 999-999-101--will be reported with two records as follows. Input Record Type CodeCampus IDCampus NameE0755E0266E0267C042Columns 1 - 3Columns 4 - 12Columns 13 - 46020999999001LEARNING H S020999999101SUMMIT EL Explanation of 020 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID for Learning High School is 999999001. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-NAME is Learning H S. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID for Summit Elementary School is 999999101. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-NAME is Summit El. 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 General symbol 110 \f "Wingdings" \s 8 \h 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 records. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 . symbol 110 \f "Wingdings" \s 8 \h PEIMS collects budgeted financial data for the current school year. These data are to reflect the district budget on the as-of 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). symbol 110 \f "Wingdings" \s 8 \h The as-of date for the budget data is the same as the as-of date for all other PEIMS data reported with Submission 1. Any changes in the budget made by the as-of date should be reported. symbol 110 \f "Wingdings" \s 8 \h 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. Function Codes symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Function 31, guidance, counseling, and evaluation services, is used to code special education related services for appraisers, psychologists, etc. Organization Codes symbol 110 \f "Wingdings" \s 8 \h Organization 000 should be used with all object codes outside the range of 6100-6600. symbol 110 \f "Wingdings" \s 8 \h Organization 699 is to be used for all summer school budget reporting. Fiscal Year symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR identifies the fiscal year for the fund. Program Intent Codes symbol 110 \f "Wingdings" \s 8 \h 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. Option to Change the Start Date of the Fiscal Year symbol 110 \f "Wingdings" \s 8 \h 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, 2011, districts must file with no later than June 30, 2010, a Notification of Intent to Change the Fiscal Year Start Date to July 1, 2011 This form (FIN-003) is available on the 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. 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 35030999999199116100001X2500000026000030999999199116100001X2200000048000 Explanation of 030 Record Layout symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 11 designates instruction. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6100 designates expenditures for payroll costs. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 001 designates the campus number of this school. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h The local sub-object code 10 is converted to PROGRAM-INTENT-CODE 25 to identify the bilingual program. symbol 110 \f "Wingdings" \s 8 \h BUDGET-AMOUNT is 26000. symbol 110 \f "Wingdings" \s 8 \h The local sub-object code 20 is converted to PROGRAM-INTENT-CODE 22 to identify the career and technical education program. symbol 110 \f "Wingdings" \s 8 \h 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 - 35030999999199116100041X2300000050000 Explanation of 030 Record Layout symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 11 designates instruction. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6100 designates expenditures for payroll costs. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 041 designates the campus number of this school. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 23 designates the special education program area is reported. symbol 110 \f "Wingdings" \s 8 \h 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 35030999999199236100041X9900000068000 Explanation of 030 Record Layout symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 23 designates school leadership. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6100 designates expenditures for payroll costs. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 041 designates the campus number of this school. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 99 designates undistributed. symbol 110 \f "Wingdings" \s 8 \h 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 - 35030999999199366200001X9100000002000 Explanation of 030 Record Layout symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 36 designates co-curricular/extracurricular activities. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6200 designates expenditures for professional and contracted services. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 001 designates the campus number of this school. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 91 designates athletics and related activities. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. 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 . symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Amount refers to "actual pre-closing realized expenditures/expenses and pre-closing revenues". symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Actual financial data are reported to reflect the district configuration of the prior year. Option to Change the Start Date of the Fiscal Year symbol 110 \f "Wingdings" \s 8 \h 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, 2011, districts must file with no later than June 30, 2010, a Notification of Intent to Change the Fiscal Year Start Date to July 1, 2011. This form (FIN-003) is available on the 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 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 correspondence dated May 16, 2001 and the subject line is: Update 7 to the Financial Accountability System Resource Guide. symbol 110 \f "Wingdings" \s 8 \h 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 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 correspondence dated January 24, 2001 and the subject line is: Option to Change the Start Date of the Fiscal Year. Notice of Grant Award New Fund Code(s) 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: For State Grants use fund code 429 For Shared Service Arrangement State Grants use fund code 459 For Federal Grants use fund code 289 For Shared Service Arrangement Federal Grants use fund code 379. Special Instructions for Shared Services Arrangement Reporting 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. 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 - 35032999999199116119101X1100000100000032999999199116119001X1100000150000 Explanation of 032 Record Layout symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 indicates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 11 indicates instruction. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 indicates salaries for teachers and other professional personnel. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 101 indicates elementary school campus. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X indicates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 11 indicates basic educational services. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $100,000 was expended for salaries at the elementary campus. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 001 indicates high school campus. symbol 110 \f "Wingdings" \s 8 \h 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 35032999999212005919000X0000000180000032999999211005919000X0000000300000 Explanation of 032 Record Layout symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 212 designates special revenue fund ESEA, Title I, Part C. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 211 designates special revenue fund ESEA, Title I, Part A. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 5919 indicates Other Federal Revenues. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h 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 . 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 35032444444300005929000Y00100000032444444300936493751Y9945000032444444300116119751Y2425000032444444300216119751Y2430000032444444211005952000Y0020000032444444211116119101Y2420000 Member #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 - 35032333333211005952000Y0025000032333333211116119041Y2425000 Explanation of 032 Record Layout Member #1 Line 1 symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 444444 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 300 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part A. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 5929 indicates Federal Revenues Distributed by . symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR Y designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $100,000 was received for ESEA, Title I, Part A. Line 2 symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 93 indicates payments to member districts of SSAs. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6493 indicates payments to member districts of SSAs. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 751 indicates fiscal agent SSAs-local option. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 99 indicates undistributed. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $45,000 was expended for ESEA, Title I, Part A (distributed to members). Line 3 symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 11 indicates instruction. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 indicates salaries or wages - teachers and other professional personnel. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 24 indicates accelerated education. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 21 indicates instructional leadership. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $30,000 was expended by the fiscal agent for the program director to serve both school districts. Line 5 symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 211 designates special revenue fund ESEA, Title I, Part A. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 5952 indicates SSA Federal Revenues from Fiscal Agent. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $20,000 was received from the fiscal agent for ESEA, Title I, Part A by Member #1. Line 6 symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 101 indicates the campus for the remedial reading teacher for Member #1. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $20,000 was expended for the remedial reading teacher by Member #1. Member #2 Line 1 symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 333333 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $25,000 was received from the fiscal agent for ESEA, Title I, Part A by Member #2. Line 2 symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 041 indicates the campus for the remedial reading teacher for Member #2. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $25,000 was expended for the remedial reading teacher by Member #2. Overall Notes symbol 110 \f "Wingdings" \s 8 \h Members have 032 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 symbol 110 \f "Wingdings" \s 8 \h Fiscal agent has corresponding 033 record for expenditures not coded to object code 6493 symbol 110 \f "Wingdings" \s 8 \h 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 . 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 - 35032777950301005929000Y00000000075000032777950301116119999Y25000000075000 Explanation of 032 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 777950 for Education Service Center serving as Fiscal Agent. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 301 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part C. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 5929 indicates Federal Revenues Distributed by . symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR Y designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $75,000 was received for ESEA, Title I, Part C. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 11 indicates instruction. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 indicates salaries or wages - teachers and other professional personnel. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 999 indicates undistributed organization unit. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 25 indicates bilingual education and special language programs. Overall Notes symbol 110 \f "Wingdings" \s 8 \h Members have no 032 records since all funds are received directly and expended by the fiscal agent (no pass-through) symbol 110 \f "Wingdings" \s 8 \h Fiscal agent has corresponding 033 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 35032777777438005722000Y00108500032777777438316119751Y23106000032777777438416212751Y232500032777777199936492999Y2359250 Member #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 Record Layout Member #1 Line 1 symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 777777 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 438 (for fiscal agents only) designates special revenue shared services arrangement fund Public School Child Care Services. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 00 indicates no function is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 5722 indicates SSAs Local Revenue from Member Districts. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 000 indicates no organization code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR Y designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 00 indicates no program code is reported with revenues/other resources. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $108,500 was received for Public School Child Care Services. Line 2 symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 31 indicates guidance, counseling, and evaluation services. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 indicates salaries or wages - teachers and other professional personnel. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 751 indicates fiscal agent SSAs-local option. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 23 indicates services to students with disabilities (special education). symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $106,000 was expended for counselors and diagnosticians. Line 3 symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 41 indicates general administration. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6212 indicates audit services. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $2,500 was expended for audit. Line 4 symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 93 indicates payments to fiscal agent of shared service arrangements. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6492 indicates payments to fiscal agent of shared service arrangements. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 999 indicates undistributed organization unit. Member #2 Line 1 symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 888888 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 93 indicates payments to fiscal agent of shared service arrangements. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6492 indicates payments to fiscal agent of shared service arrangements. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 999 indicates undistributed organization unit. Overall Notes symbol 110 \f "Wingdings" \s 8 \h Members 032 record provides amounts sent to fiscal agent symbol 110 \f "Wingdings" \s 8 \h Fiscal agent has corresponding 033 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 Arrangement Type CodeFund CodeFiscal YearActual AmountFillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 80033033 symbol 110 \f "Wingdings" \s 8 \h PEIMS collects actual financial information for shared services arrangements (SSA). Each fiscal agent district 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. symbol 110 \f "Wingdings" \s 8 \h Shared Service Arrangement fiscal agents should send expenditure reports to each SSA member district showing the 033 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 expenditures on the fiscal agents 032 financial actual records using OBJECT-CODE 6493. symbol 110 \f "Wingdings" \s 8 \h Charter school districts do not report 033 records. Each charter school reports its own share of SSA expenses on its own 032 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. symbol 110 \f "Wingdings" \s 8 \h Additional information regarding the reporting requirements for Shared Service Arrangements can be found at this link.  HYPERLINK "http://ritter.tea.state.tx.us/school.finance/audit/resguide13/far/FAR.pdf" http://ritter.tea.state.tx.us/school.finance/audit/resguide13/far/FAR.pdf symbol 110 \f "Wingdings" \s 8 \h Regional Day School Programs for the Deaf are specifically approved by the 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 as Shared Service Arrangements. All Regional Day School Programs for the Deaf are required to report 033 records for their member districts. 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 Arrangement Type CodeFund CodeFiscal YearActual AmountE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 3203399999988888811313X00000100000 Explanation of 033 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMENT-TYPE-CODE 11 indicates a special education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 313 indicates the IDEA-Part B, Formula fund. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X indicates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h 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 . 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 Arrangement Type Code Fund Code Fiscal Year Actual Amount FillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 8003344444444444404300Y2750003344444433333304300Y27500 Explanation of 033 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 444444 for Member #1 ISD serving as Fiscal Agent. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARR-MEMBER-DIST-ID is 444444 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARR-MEMBER-DIST-ID is 333333 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 04 indicates compensatory or remedial education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 300 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part A. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR Y designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h Expenditures reported on 033 record reflect amounts not coded to object code 6493 on the fiscal agents 032 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 . 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 Arrangement Type Code Fund Code Fiscal Year Actual Amount FillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 8003377795044444407301Y2500003377795033333307301Y2500003377795022222207301Y25000 Explanation of 033 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 777950 for Education Service Center serving as Fiscal Agent. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARR-MEMBER-DIST-ID is 444444 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARR-MEMBER-DIST-ID is 333333 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARR-MEMBER-DIST-ID is 222222 for Member #3 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 07 indicates migrant education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 301 (for fiscal agents only) designates special revenue shared services arrangement fund ESEA, Title I, Part C. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR Y designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $25,000 was expended by the fiscal agent for ESEA, Title I, Part C for each member. Overall Notes symbol 110 \f "Wingdings" \s 8 \h Expenditures reported on 033 record reflect amounts not coded to object code 6493 on the fiscal agents 032 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 Arrangement Type Code Fund Code Fiscal Year Actual Amount FillerE0755E0212E0981E0776E0316E0974E0774C042C049C160Columns 1 - 3Columns 4 - 9Columns 10 - 15Columns 16 - 17Columns 18 - 20Column 21Columns 22 32Columns 33 8003377777777777711438Y5925003377777788888811438Y49250 Explanation of 033 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 777777 for Member #1 ISD serving as Fiscal Agent. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARR-MEMBER-DIST-ID is 777777 for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARRANGEMT-TYPE-CODE 11 indicates special education shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 438 (for fiscal agents only) designates special revenue shared services arrangement fund Public School Child Care Services. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $59,250 was expended for Public School Child Care Services for Member #1 ISD. symbol 110 \f "Wingdings" \s 8 \h SHARED-SVCS-ARR-MEMBER-DIST-ID is 888888 for Member #2 ISD. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-AMOUNT indicates $49,250 was expended for Public School Child Care Services for Member #2 ISD. Overall Notes symbol 110 \f "Wingdings" \s 8 \h Expenditures reported on 033 record reflect total expenditures related to object code 5722 amounts on the fiscal agents 032 record in the fiscal agent-specific SSA fund codes. 040 STAFF DATA - IDENTIFICATION/DEMOGRAPHIC Input Record Type CodeDistrict IDStaff IDFirst NameMiddle NameLast NameGenera-tion CodeSex CodeStaff Type CodeTotal Years Prof ExperienceHighest Degree Level CodeE0755E0212E0505E0703E0704E0705E0706E0004E1073E0130E0730C042C012C013C181C015Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 75Column 76Column 77Columns 78 - 79Column 80040040 symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Professional staff includes all teachers, administrators, certified personnel, and others working in a professional capacity in the district. symbol 110 \f "Wingdings" \s 8 \h The 040 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. symbol 110 \f "Wingdings" \s 8 \h Auxiliary staff includes all staff that do 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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.). symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Since student employees, such as cafeteria workers, are on the district payroll and are subject to withholding taxes, they must be reported to PEIMS. symbol 110 \f "Wingdings" \s 8 \h 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 record is required for the substitute who is working on the PEIMS as-of date for reporting. 050, 060, and 090 records will also be required in these instances. symbol 110 \f "Wingdings" \s 8 \h All staff must report HIGHEST-DEGREE-LEVEL-CODE. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Staff ID is the person's Social Security Number. All staff, regardless of citizenship, are 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. symbol 110 \f "Wingdings" \s 8 \h FIRST-NAME, MIDDLE-NAME, and LAST-NAME fields on the 040 record must match the staff names on the social security card. If an employee is also a student of the district, then staff naming rules must apply to the students 100 record. symbol 110 \f "Wingdings" \s 8 \h STAFF-TYPE-CODE indicates whether the staff person is on the district payroll or is a contracted instructional staff person. 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 75040999999123004567IMASUECHER Sex CodeStaff Type CodeTotal Years Prof ExperienceHighest Degree Level CodeE0004E1073E0130E0730C013C181C015Column 76Column 77Columns 78 - 79Column 80F1072 Explanation of 040 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 999999 indicates the district number for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STAFF-ID is Ima Teacher's Social Security Number 123-00-4567. symbol 110 \f "Wingdings" \s 8 \h FIRST-NAME is Ima. symbol 110 \f "Wingdings" \s 8 \h MIDDLE-NAME is Sue. symbol 110 \f "Wingdings" \s 8 \h LAST-NAME is Teacher. symbol 110 \f "Wingdings" \s 8 \h GENERATION-CODE is blank because there is no generation. symbol 110 \f "Wingdings" \s 8 \h SEX-CODE F indicates Ima Teacher is female. symbol 110 \f "Wingdings" \s 8 \h STAFF-TYPE-CODE 1 indicates that Ima is an employed teacher at Learning ISD. symbol 110 \f "Wingdings" \s 8 \h TOTAL-YEARS-PROF-EXPERIENCE 07 indicates that Ima has 7 total years of professional teaching experience. symbol 110 \f "Wingdings" \s 8 \h 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 7504099999901200567BOBBIELOUCHER Sex CodeStaff Type CodeTotal Years Prof ExperienceHighest Degree Level CodeE0004E1073E0130E0730C013C181C015Column 76Column 77Columns 78 - 79Column 80F2151 Explanation of 040 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 999999 indicates the district number for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STAFF-ID 01200567 is Bobbies social security number. symbol 110 \f "Wingdings" \s 8 \h FIRST-NAME is Bobbie. symbol 110 \f "Wingdings" \s 8 \h MIDDLE-NAME is Lou. symbol 110 \f "Wingdings" \s 8 \h LAST-NAME is Teacher. symbol 110 \f "Wingdings" \s 8 \h GENERATION-CODE is blank because there is no generation. symbol 110 \f "Wingdings" \s 8 \h SEX-CODE F indicates Bobbie Teacher is female. symbol 110 \f "Wingdings" \s 8 \h STAFF-TYPE-CODE 2 indicates that Bobbie is a contracted classroom teacher for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h TOTAL-YEARS-PROF-EXPERIENCE 15 indicates that Bobbie has 15 total years of professional teaching experience. symbol 110 \f "Wingdings" \s 8 \h 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 CodeNative Hawaiian Pacific Islander CodeE0755E0212E0505E1064E1059E1060E1061E1062C042C088C088C088C088C088Columns 1 - 3Columns 4 - 9Columns 10 - 18Column 19Column 20Column 21Column 22Column 23043043 White CodeDemographic Revision Confirmation CodeDate of BirthFillerE1063 E0924E0006C088C088Column 24Column 25Columns 26 - 33Columns 34 - 80 symbol 110 \f "Wingdings" \s 8 \h E0924, DEMOGRAPHIC-REVISION-CONFIRMATION-CODE, is an optional data element. An entry in this field of "1" indicates that a change is being reported in one or more of the twelve basic demographic and identification data elements since the last PEIMS data submission. The twelve fields 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. If a value of "1" is present, then all twelve elements currently existing in the 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. symbol 110 \f "Wingdings" \s 8 \h The 043 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. symbol 110 \f "Wingdings" \s 8 \h Staff ethnicity and race must be reported using the new 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 staff member employed by 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: 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. 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 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 BirthE10XF E0924E0006C088C088Column 24Column 25Columns 26 - 330001011976 Explanation of 043 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 999999. symbol 110 \f "Wingdings" \s 8 \h STAFF-ID 123004567 is Imas Social Security Number. symbol 110 \f "Wingdings" \s 8 \h HISPANIC-LATINO-CODE 1 indicates that Ima reported being Hispanic or Latino ethnicity on her employment forms. symbol 110 \f "Wingdings" \s 8 \h AMERICAN-INDIAN-ALASKA-NATIVE-CODE 1 indicates that Ima reported being of the American Indian/Alaska Native race on her employment forms. symbol 110 \f "Wingdings" \s 8 \h ASIAN-CODE 0 indicates that Ima did not report being of the Asian race on her employment forms. symbol 110 \f "Wingdings" \s 8 \h BLACK-AFRICAN-AMERICAN-CODE 0 indicates that Ima did not report being of the Black/African American race on her employment forms. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h WHITE-CODE 0 indicates that Ima did not report being of the White race on her employment forms. symbol 110 \f "Wingdings" \s 8 \h DEMOGRAPHIC-REVISION-CONFIRMATION-CODE is 0, indicating that there are no demographic data changes since the last PEIMS submission. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-BIRTH 01011976 indicates that Imas date of birth is January 1, 1976. 045 STAFF DATA - STAFF ID NUMBER CHANGE Input Record Type CodeDistrict IDStaff IDPrior IDFillerE0755E0212E0505E0990C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 80045045 symbol 110 \f "Wingdings" \s 8 \h This record type is submitted only when a staff member's identification number has changed since the most recent PEIMS data submission, due to an error in previous reporting. symbol 110 \f "Wingdings" \s 8 \h The 045 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. 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 - 27045999999123007654123004567 Explanation of 045 Record Layout symbol 110 \f "Wingdings" \s 8 \h STAFF-ID 123007654 is Imas correct Social Security number. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h The 050 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 050 records are required for those substitutes who are replacing teachers who have quit, died, or been fired and have not been permanently replaced. ROLE-ID 047 should only be used for this type of substitute teacher when reporting data on the 090 record. The following guidelines should be used in reporting this type of employee: NUMBER-DAYS-EMPLOYED is only an estimate. PERCENT-DAY-EMPLOYED is usually 100. NUMBER-DAYS-EMPLOYED usually will be 261 or less. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. 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 - 2605099999932122000001205100 Explanation of 050 Record Layout symbol 110 \f "Wingdings" \s 8 \h STAFF-ID 321220000 indicates that Johns social security number is 321-22-0000. symbol 110 \f "Wingdings" \s 8 \h YEARS-EXPERIENCE-IN-DISTRICT 1 indicates that John has 1 year of experience in district 999999. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-EMPLOYED 205 is the number of days that John is employed by the district for the school year. symbol 110 \f "Wingdings" \s 8 \h 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 - 2605099999998711000000260100 Explanation of 050 Record Layout symbol 110 \f "Wingdings" \s 8 \h STAFF-ID 987110000 indicates that Janes social security number is 987-11-0000. symbol 110 \f "Wingdings" \s 8 \h YEARS-EXPERIENCE-IN-DISTRICT is 00, designating that Jane has no professional experience. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-EMPLOYED is shown as 260, designating the full contract year. symbol 110 \f "Wingdings" \s 8 \h 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 - 2605099999900021987610187050 Explanation of 050 Record Layout symbol 110 \f "Wingdings" \s 8 \h STAFF-ID 000219876 indicates that Jacks social security number is 000-21-9876. symbol 110 \f "Wingdings" \s 8 \h YEARS-EXPERIENCE-IN-DISTRICT 10 indicates that jack has 10 years of professional experience at Learning ISD. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-EMPLOYED is 187, the actual days Jack is employed per contract year. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h One 055 record is submitted for each campus that has professional contracted instructional staff. Additional 055 records are needed if more than one PROGRAM-INTENT-CODE is used to pay the staff. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. 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 - 250559999999999990012100050 Explanation of 055 Record Layout symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 21 designates the gifted/talented education program. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 as-of date. It is not the annual rate of pay for the job. Payroll amount must not be a negative amount. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Payroll amounts for activities which are paid on an as-worked basis are shown as a projected annual amount. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 060 records 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 as-of date, but rather a payroll picture for the entire year. Special Instructions for Shared Services Arrangement Reporting 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. 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h PAYROLL-ACTIVITY-CODE 80 identifies salary for primary duties. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 11 designates instruction. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 designates expenditure for this teacher's salary. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 001 designates the campus number of this school. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 24 identifies that she teaches students served in the accelerated education program. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 23 identifies that she teaches students served in the special education program. symbol 110 \f "Wingdings" \s 8 \h 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h PAYROLL-ACTIVITY-CODE 16 designates sponsor of a UIL club. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 36 is used to account for co-curricular/extracurricular activities. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 is used to account for money paid to employees for additional responsibilities. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 001 designates the campus number of this school. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 99 indicates that participation in the debate club is not directly attributable to any one program. symbol 110 \f "Wingdings" \s 8 \h 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h PAYROLL-ACTIVITY-CODE 80 designates base salary. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 51 designates Facilities Maintenance and Operation. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6129 indicates salary for support personnel. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 999 designates undistributed organization code. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 99 indicates that this is not directly attributable to any one program. symbol 110 \f "Wingdings" \s 8 \h 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h PAYROLL-ACTIVITY-CODE 80 designates base salary. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 23 designates school leadership. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 designates expenditures for professional payroll costs. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 101 designates the campus number of this school. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE is 99 because the personnel costs are not directly attributable to any program area. symbol 110 \f "Wingdings" \s 8 \h 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h PAYROLL-ACTIVITY-CODE 80 designates base salary. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 435 designates the Regional Day School for the Deaf shared services arrangement. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 11 designates instruction. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 designates the expenditure for this teacher's salary. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 751 may be used when reporting shared services arrangement costs for instruction. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 23 identifies that she teaches students with disabilities. symbol 110 \f "Wingdings" \s 8 \h 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 Teacher 's 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h PAYROLL-ACTIVITY-CODE 80 designates base salary. symbol 110 \f "Wingdings" \s 8 \h FUND-CODE 199 designates general fund. symbol 110 \f "Wingdings" \s 8 \h FUNCTION-CODE 12 indicates instructional resources and media services. symbol 110 \f "Wingdings" \s 8 \h OBJECT-CODE 6119 designates expenditures for professional payroll costs. symbol 110 \f "Wingdings" \s 8 \h ORGANIZATION-CODE 751 designates a shared services arrangement. The librarian visits several different districts. symbol 110 \f "Wingdings" \s 8 \h FISCAL-YEAR X designates the last digit of the fiscal year. symbol 110 \f "Wingdings" \s 8 \h PROGRAM-INTENT-CODE 99 indicates that a librarian is not directly attributable to any one program. symbol 110 \f "Wingdings" \s 8 \h PAYROLL-AMOUNT is 18000. 090 STAFF DATA - RESPONSIBILITIES Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberPopulation Served CodeE0755E0212E0505E0266E0721E0724E1056E0747C042C021C022C030Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52Columns 53 - 54090090 FillerNumber Students in ClassESC SSA Staff Indicator CodeClass Type CodeFillerMonthly MinutesFillerE0170E1015E1055E1057C169C179Columns 55 - 59Columns 60 - 62Column 63Columns 64 - 65Columns 66 - 71Column 72 - 76Columns 77 - 80 Purpose Information from the 090 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. The AEIS Teacher FTE by Program is calculated using teacher responsibility information from the 090 record. The value reported for the Population Served Code for a particular service is the basis for deriving this information by program. General Responsibility records are reported for professional and paraprofessional staff only. Multiple records are required for persons who perform duties on more than one campus, assume more than one role, and/or perform more than one type of service. By definition, if no 090 record is reported, the assumption is made that the person is an auxiliary staff member. See Example #11 and #12. If a 090 record is reported for a person, then all field and context edits for that role must be considered. Required elements for each role are specified in the edits 0900B and 0900C in Section 5. In addition to the mandatory elements for 090 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. See Examples #2 and #5. District/Campus If no campus can be assigned for staff such as homebound, hospital class, and off-home campus teachers, assign a campus number of 999. 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. would receive only duplicate identification and demographic data in such a case. See Example #7. Role 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 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 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 record and are, therefore, considered auxiliary staff. See Example #12. ROLE-ID 047 - Substitute Teacher See Example #17. 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. Chart A: Coding for Substitute and absent Regular Staff Type of StaffSee ExampleExampleReport on the 090 recordRoleServiceStudentsSubstitute17ATypical 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.17BFloating 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.047SR000007017CSubstitute 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-date17DClassroom 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 classroom17EClassroom 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 students Service ID 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. See Example #2. Allowable Uses of Career and Technical Education SERVICE-IDs on Code Table C022, By Asterisk Indicator Number of Asterisks Associated with SERVICE-IDs on Code Table C022090 Teacher Record170 Student Record410 or 510 Attendance Record (for weighted funding) 415 Course Completion Record* (Grade 9-12 CTE courses with no WBL component)XXX (If ADA eligibility requirements are met)X** (Grade 6-8 or 7-8 CTE courses)XXX (If student is participating in a CTE for the Disable course)X 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 * SERVICE-ID codes SE000100-SE001407 were last documented in the 1996-97 PEIMS Data Standards. These codes were developed for districts to use when developing local special education courses. District personnel may wish to continue to use these codes (pages 4.65-4.68 in the 1996-97 publication) as a guide when developing local special education courses. However, these codes cannot be reported to PEIMS. Chart D: P.E. and P.E. Equivalent Courses See Example #5. 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 - PES00055* Even though the students in a class may be receiving a different P.E. Equivalent credit (i.e., 1, 2, 3, or 4), the district may choose to show only one record with all students shown in a representative P.E. Equivalent course. State-approved TEKS courses that substitute for P.E. receive a waiver and earn credit in the correlating academic discipline NOT P.E. credit. Activities that are not state-approved TEKS courses that substitute for P.E. receive P.E. credit. Districts 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. 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 records with different Service IDs and different CLASS-ID-NUMBERs. Population Served Code 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. Class Type Code CLASS-TYPE-CODE is used to differentiate classes providing instruction in a regular setting classroom from non-regular classrooms. CLASS-TYPE-CODE is based on the INTRUCTIONAL-SETTING-CODE previously reported on the 090 record. Refer to the chart below for a cross walk between the two codes. Class size is computed on regular classes. Chart E: Crosswalk from Previous INSTRUCTIONAL-SETTING-CODE to CLASS-TYPE-CODE CLASS-TYPE-CODEPrevious INSTRUCTIONAL-SETTING-CODE01 Regular80 Used for all settings not mentioned below including regular classroom, laboratory or shop settings 02 Non-regularAll others 13 In-School Suspension 15 School-Community Guidance Center 16 Disciplinary Alternative Education School Program 19 Televised Instruction 75 Non-disciplinary Alternative Education 01, 02 ,03, 08, 30, 31, 32, 34, 40-45, 50, 60, 70, 71, 91-98 Special Education 81-89 Residential Care and Treatment Facility Class ID Number/Monthly Minutes The 090 staff responsibilities record includes the duties that are a part of the employee's regular schedule, on the as-of the reporting date. Each class in a staffs schedule during the month 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 records should be reported with unique CLASS-ID-NUMBERs for each service to represent each course section that is being taught. See Example #10. The total monthly minutes are reported for each class. The four weeks preceding the as-of reporting 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 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. See Example #3. If a district employs nine-week semesters (sometimes referred to as accelerated block schedules), report the data on the current semester only. See Example #18. 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 record on an elementary, junior high, middle school, or combined elementary/secondary campus, each section must be reported as a separate record. See Example #1. Detailed schedules are not reported on the 090 record for Instructional Educational Aides (033) and certified interpreters (036)). Instead, a 090 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 record. See Examples #12 and #14. ROLESERVICE-IDInstructional Educational Aide033SA000003Certified Interpreter036SA000004 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 reporting purposes. OEYP services are not reported. See Example #13. The High School Equivalency Program (HSEP) is authorized under Section 29.087 of the Texas Education Code (TEC) and Chapter 89, Subchapter DD of the Texas Administrative Code. This program has no relationship to TEC Chapter 37, Subchapter A, Alternative Settings for Behavior Management. Only those school districts that have applied and been approved by the agency may operate High School Equivalency Programs (HSEP). The HSEP leads to a Certificate of High School Equivalency. Eligible participants must be 16 or older at the beginning of the semester or school year. The grade level is wherever the students are in their educational progress. The POPULATION-SERVED-CODE is usually 01-Regular, unless the district is using compensatory funds for this program. The SERVICE-ID for HSEP is SR000008. Number Students in Class If more than one classroom staff member is serving a group of students during the same time period, the person in the leadership role reports all the students for NUMBER-STUDENTS-IN-CLASS. The other staff members report 0. See Example #15. 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. See Examples #12 and #14. ESC SSA Staff Indicator Code ESC-SSA-STAFF-INDICATOR-CODE is completed by education service centers only. This field is not valid for school districts. ROLE-ID VS. SERVICE-ID MATRIX F = Fatal edit SW = Special warning edit W = Warning edit CHERSROLEROLE 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, 53 Example #1 High School Teacher Mrs. Newton (Staff ID 456-00-9012) is a mathematics teacher at Batesville High School (Campus 002) in Learning ISD (District 256-925). She teaches three sections of Algebra I (Service ID 03100500), one section of Precalculus (Service ID 03101100), and one section of Geometry (Service ID 03100700). Each of the classes that she teaches each day is 50 minutes long. Her responsibilities will be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 5209025692545600901225692500208703100500ALGEBRA000000109025692545600901225692500208703100500ALGEBRA000000209025692545600901225692500208703100500ALGEBRA000000309025692545600901225692500208703101100PRECALC000000109025692545600901225692500208703100700GEOMETRY000001 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 - 80012401001000012501001000012301001000011801001000012601001000Explanation of 090 Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 456009012 indicated the Staff Identification Number for Mrs. Newton. CAMPUS-ID 256925002 indicates the county district campus number for Batesville High School. ROLE-ID 087 indicates Mrs. Newton is a teacher. SERVICE-ID 03100500 indicates the instruction of Algebra I. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. NUMBER-STUDENTS-IN-CLASS for her three Algebra I sections are 24, 25, and 23. 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. CLASS-ID-NUMBERs ALGEBRA0000001, ALGEBRA0000002, and ALGEBRA0000003 indicate the unique class identification numbers for each section of Algebra I that Mrs. Newton teaches at Batesville High School. These numbers are a district-determined six-digit unique identifier. The number is unique for Mrs. Newton at Batesville High School for the class. SERVICE-ID 03101100 indicates the instruction of Precalculus. NUMBER-STUDENTS-IN-CLASS for Precalculus is 18. CLASS-ID-NUMBER PRECALC0000004 indicates the unique class identification number for the section of Mrs. Newtons Precalculus class. SERVICE-ID 03100700 indicates the instruction of Geometry. NUMBER-STUDENTS-IN-CLASS for Geometry is 26. CLASS-ID-NUMBER GEOMETRY000005 indicates the unique class identification number for the section of Geometry that Mrs. Newton teaches. MONTHLY-MINUTES of 1000 indicates that for the last 4 weeks of October, ending with the last Friday in October, Mrs. Newton taught each of the classes listed for 1000 total minutes. (50 minutes x 5 days in the week x 4 weeks = 1000 minutes) Example #2 Elementary - Non-departmentalized Teacher and Physical Education Teacher Mrs. Jones (Staff ID 123-45-0000) is a first grade teacher at Ridgecrest Elementary school (Campus 102) in Learning ISD (District 256-925). Mrs. Jones teaches the same group of first grade students most of the school day. School begins at 8:30 AM and ends at 3:30 PM. She is off duty between 11:30 AM and 12:00 Noon for lunch. She is also scheduled for her planning and preparation time from 12 Noon until 12:45 PM. These two activities are not reported on the 090 record. Mrs. Jones classroom time consists of 345 minutes each school day (7 hours 1.25 hours x 60 minutes/hour). During her planning and preparation time, her students are with Mr. Smith for their Physical Education class time. Mr. Smith (Staff ID 234-56-0000) is a Physical Education teacher at Ridgecrest Elementary school and teaches elementary physical education classes 6 times each day for 45 minutes each. Mrs. Jones and Mr. Smiths responsibilities are reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 5209025692512345000025692510208702010000000000001020010902569252345600002569251020870253000300000000102009Alternative way to ReportMr. Smiths Classes:090256925234560000256925102087025300030000000010200109025692523456000025692510208702530003000000001020020902569252345600002569251020870253000300000000102003090256925234560000256925102087025300030000000010200409025692523456000025692510208702530003000000001020050902569252345600002569251020870253000300000000102006 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 - 800122010069000112801005400012201000900012101000900012201000900012001000900012201000900012101000900Explanation of 090 Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. CAMPUS-ID 256925102 indicates the county district campus number for Ridgecrest Elementary School. ESC-SSA-STAFF-INDICATOR-CODE is blank, since these services are provided by a school district. Mrs. Jones STAFF-ID 123450000 indicates the STAFF-ID number for Mrs. Jones. ROLE-ID 087 indicates Mrs. Jones is a teacher. SERVICE-ID 02010000 indicates Grade 1 instruction. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. NUMBER-STUDENTS-IN-CLASS of 22 indicates that there are 22 students in her classroom. CLASS-TYPE-CODE 01 indicates that the type of setting for this class is a regular class type. CLASS-ID-NUMBER 00000000102001 indicates Mrs. Jones unique number identifying the service she provides to this group of first grade students. MONTHLY-MINUTES of 6900 indicates that for the last 4 weeks of October, ending with the last Friday in October, Mrs. Jones provides 6900 minutes of Grade 1 instruction. (345 minutes x 5 days in the week x 4 weeks) = 6900 minutes Mr. Smith STAFF-ID 234560000 indicates the STAFF-ID number for Mr. Smith. ROLE-ID 087 indicates Mr. Smith is a teacher. SERVICE-ID 02530003 indicates Physical Education, Grades 1-6 instruction. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE-CODE 01 indicates that the type of setting of these classes is a regular class type. Mr. Smiths responsibilities may be reported one of two ways since 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. With one record for all classes: CLASS-ID-NUMBER 00000000102009 indicates Mr. Smiths unique number identifying his physical education classes. NUMBER-STUDENTS-IN-CLASS of 128 indicates the total number of students in all his physical education classes. MONTHLY-MINUTES of 5400 indicates that for the last 4 weeks of October, ending with the last Friday in October, Mr. Smith provides a total of 5400 minutes of Physical Education instruction for the six classes he teaches. (45 minutes x 5 days in the week x 4 weeks = 900 minutes x 6 classes) = 5400 minutes With one record for each class: CLASS-ID-NUMBERs 00000000102001, 00000000102002, 00000000102003, 00000000102004, 00000000102005, and 00000000102006 indicate Mr. Smiths unique numbers identifying the sections of physical education instruction he provides to elementary students during his workday. NUMBER-STUDENTS-IN-CLASS of 22, 21, 22, 20, 22, and 21 indicates the number of students in each of his classes. MONTHLY-MINUTES of 900 indicates that for the last 4 weeks of October, ending with the last Friday in October, Mr. Smith provides 900 minutes of Physical Education instruction for each of the six classes he teaches. (45 minutes x 5 days in the week x 4 weeks) = 900 minutes Example #3 High School Teacher Block Schedule Mrs. Grammar (Staff ID 345-00-8901) is an English/Language Arts teacher at Jefferson High School (Campus 001) 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. The 18 Block B students are taught on alternate days and weeks. Mrs. Grammars 090 responsibility records for these classes would be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 5209025692534500890125692500108703220100000000000010010902569253450089012569250010870322010000000000001002 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 - 80012101000650011801000650 Explanation of 090 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 of 21, 18 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 650 indicates that for the last 4 weeks of October, ending with the last Friday in October, 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 650 indicates that for the last 4 weeks of October, ending with the last Friday in October, 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 #4 PK Teacher and Special Education Teacher Ms. Johnson (Staff ID 678-90-0000) teaches the Pre-Kindergarten curriculum to eligible Pre-Kindergarten students at Central Elementary School (Campus 103) in Learning ISD (256-925). Mr. Edwards (Staff ID 567-89-0000) is a special education teacher directly serving the 4 special education students in Ms. Johnsons Pre-Kindergarten inclusion classroom. He is responsible for delivering the IEP services prescribed for each of the four special education students. In order to achieve the mainstream instructional setting designation for the four students, Mr. Edwards must remain in the classroom the entire day. This is only available in a Pre-Kindergarten situation. School begins at 8:30 AM and the students go home at 3:00 PM. Mr. Edwards and Ms. Johnson are with the students all day long except for their lunch from 11:30 AM 12:00 PM. Their responsibilities will be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 520902569256789000002569251030870101000000000000103001090256925567890000256925103087SE000001000000000SE0001 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 - 800122017200060017200 Explanation of 090 Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 678900000 indicates the STAFF-ID number for Ms. Johnson. STAFF-ID 567890000 indicates the STAFF-ID number for Mr. Edwards. CAMPUS-ID 256925103 indicates the county district campus number for Central Elementary. ROLE-ID 087 indicates that Mr. Edwards and Ms. Johnson are both teachers. SERVICE-ID 01010000 indicates the instruction of Pre-Kindergarten. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. SERVICE-ID SE000001 indicates the instruction of Special Education. POPULATION-SERVED-CODE 06 indicates Special Education Students are being served. NUMBER-STUDENTS-IN-CLASS of 22 indicates that Ms. Johnson is the teacher-of-record and there are 22 students in the Pre-Kindergarten class. The 0 students on Mr. Edwardss record indicate that he is not the teacher-of-record of the class. CLASS-ID-NUMBER 00000000103001 is the unique number identifying Ms. Johnsons Pre-Kindergarten class. CLASS-ID-NUMBER 00000000SE0001 is the unique number identifying the Special Education services provided by Mr. Edwards to the Pre-Kindergarten class. CLASS-TYPE 01 indicates that the type of setting for the instruction provided to these students is a regular class type. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES of 7200 indicate that for the last 4 weeks of October, ending with the last Friday in October, each of the teachers provided 7200 minutes of instruction. (360 minutes x 5 days in the week x 4 weeks) = 7200 minutes Example #5 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 substitutiont 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. The 090 records for Mr. Sportzs Athletic Director responsibility and the 3rd period football practice can be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 9Columns 10 18Columns 19 27Columns 28 30Columns 31 38Columns 39 - 52090256925000012345256925999040SS011000090256925000012345256925001087PES0000000000000FBT001090256925000123456256925001087PES0000000000000FBT001090256925000234567256925001087PES0000000000000FBT001 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 - 80010143011100010011100010011100 Or, the teaching duties may be reported at the equivalent level as follows. 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 - 8001301501110001200111000115011100011100010010011100010011100010011100011100010010011100010011100010011100011100 Explanation of 090 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. Even though the students in a class may be receiving a different P.E. Equivalent credit (i.e., 1, 2, 3 or 4), the district may choose to show only one record with all students shown in a representative P.E. Equivalent course for the purposes of the 090 record only. As a result, the district may choose to report only one record for each teacher with a representative P.E. Equivalent service id or may report up to four records for each teacher. SERVICE-ID 03820501 indicates the district decided to report all the students in the class as instruction of Physical Education Equivalent -1. The district may choose to report each Physical Education Equivalent separately by using SERVICE-IDs; 03820501, 03820502, 03820503 or 03820504. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. NUMBER-STUDENTS-IN-CLASS of 43 indicates that there are 43 students in the Physical Education Equivalent class. The assistant coaches report 0 students since Mr. Sportz is the teacher-of-record for the class. If the district chooses to report the students by type of Equivalent class, the appropriate number of students is reported for each service id on Mr. Sportzs record(s). 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. If the district reports the classes under the specific Physical Education Equivalent service id, 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 1100 minutes indicates that for the last 4 weeks of October, ending with the last Friday in October, 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 Example #6 District Level Roving Speech Therapist Ms. Garza (111003333) is a speech therapist at Central Elementary School (256925103), Flower Middle School (041), and Jefferson High School (256925001) in Learning ISD (256925). Each day, Ms. Garza spends 3 hours at Central Elementary, 2 hours at Flower Middle School, and 1 hour at Jefferson High School providing speech therapy services to Special Education students. These students are rotated in and out at various times during the week for their speech therapy services. Ms. Garzas responsibilities will be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52090256925111003333256925103026SE00000200000000SPE001090256925111003333256925041026SE00000200000000SPE002090256925111003333256925001026SE00000200000000SPE003 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 - 8006180236000612022400066021200 Explanation of 090 Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 111003333 indicates the STAFF-ID number for Ms. Garza. CAMPUS-IDs 256925103, 256925041 and 256925001 indicate Central Elementary, Flower Middle School and Jefferson High School. ROLE-ID 026 indicates Ms. Garza is a speech therapist. SERVICE-ID SE000002 indicates the instruction of speech therapy. POPULATION-SERVED-CODE 06 indicates Special Education Students are being served. NUMBER-STUDENTS-IN-CLASS indicates that the number of students receiving speech therapy services from Ms. Garza at each school. 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. Garza is providing to these students causes it to be considered a non-regular class type. CLASS-ID-NUMBER 00000000SPE001, 00000000SPE002, and 00000000SPE003 indicate the unique number identifying the service Ms. Garza provides to a group of Special Education speech therapy students on a campus. MONTHLY-MINUTES of 3600 indicate that for the last 4 weeks of October, ending with the last Friday in October, Ms. Garza provides 3600 minutes of speech therapy instruction at Central Elementary. (180 minutes x 5 days in the week x 4 weeks) = 3600 minutes MONTHLY-MINUTES of 2400 indicate that for the last 4 weeks of October, ending with the last Friday in October, Ms. Garza provides 2400 minutes of speech therapy instruction at Flower Middle School. (120 minutes x 5 days in the week x 4 weeks) = 2400 minutes MONTHLY-MINUTES of 1200 indicate that for the last 4 weeks of October, ending with the last Friday in October, Ms. Garza provides 1200 minutes of speech therapy instruction at Jefferson High School. (60 minutes x 5 days in the week x 4 weeks) = 1200 minutes Example #7 Special Education Teacher in a Shared Services Arrangement Teacher Rose (456-00-2741) teaches in the Special Education Shared Services Arrangement of which Learning ISD is the fiscal agent. She teaches each day from 8:30 AM to 3:00 PM with a half-hour off for lunch and 45 minutes for preparation. On Mondays and Thursdays she teaches at the Summit Elementary campus (101) in Learning ISD (256925), the Crestview Elementary campus (112) in Thinking ISD (227935) on Tuesdays and Fridays, and the Lakewood Elementary campus (113) in Doing ISD (231902) on Wednesdays. Learning ISD, as the fiscal agent, would report Teacher Roses responsibilities as follows. Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52090256925456002741256925101087SE00000100000000000001090256925456002741227935112087SE00000100000000000002090256925456002741231902113087SE00000100000000000003 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 - 8006160225200614022520066021260 Explanation of 090 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 for each record is the campus where Ms. Rose performs the service; 256925101 for Summit Elementary School in Learning ISD, 227935112 for Crestview Elementary Campus in Thinking ISD and 231902113 for Lakewood Elementary in Doing ISD. ROLE-ID 087 indicates Ms. Rose is a teacher. SERVICE-ID SE000001 indicates the delivery of Special Education instruction. POPULATION-SERVED-CODE 06 indicates Special Education Students are being served. NUMBER-OF-STUDENTS of 16, 14, and 6 indicate the number of students in the Special Education classes at each of the campuses. 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 of the campuses of service. MONTHLY-MINUTES of 2520 for Summit Elementary and Crestview 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). (315 minutes x 2 days in the week x 4 weeks) = 2520 minutes MONTHLY-MINUTES of 1260 for Lakewood 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). (315 minutes x 1 days in the week x 4 weeks) = 1260 minutes Example #8 Director of Information Technology Ms. Landers (436-26-0000) is the Director of Information Technology for Learning ISD (256925). She provides supervision of all Information Technology services at all the campuses in Learning ISD. She works each day from 8:00 AM to 5:00 PM with an hour for lunch. Ms. Landers responsibilities will be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 - 38Columns 39 - 52090256925436260000256925999080SS025000 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 - 8001 Explanation of 090 Record Layout CAMPUS-ID 256925999 indicates Learning ISD district-wide duties. ROLE-ID 080 indicates Other Non-Campus Professional Personnel as the Director of Information Technology. Since the role (080) for Ms. Landers' duties is not included in edit 0900B, edit 0900C identifies the required fields and edit 0901P requires MONTHLY-MINUTES, NUMBER STUDENTS IN CLASS, CLASS-TYPE-CODE and CLASS-ID-NUMBER are blank. SERVICE-ID SS025000 indicates Information Technology duties. POPULATION-SERVED-CODE 01 indicates Ms. Landers service is for Regular Students. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. Example #9 Career and Technical Education Teacher and Site Based Coordinator Mr. Pan (000-22-9345) is a Career and Technical Education teacher at Model High School (003) in Learning ISD (256925). Each day he teaches two classes of Career Preparation II (12701400) from 8:30-9:45 AM and 10:00-11:15 AM. In the afternoon from 12:15 PM 3:15 PM he visits his students job sites to evaluate them and consult with their employers. Mr. Pans responsibilities will be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925000229345256925003087127014000000000000000109025692500022934525692500308712701400000000000000020902569250002293452569250030321270140000000000000003 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 800518 01150005170115000535013600 Explanation of 090 Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 000229345 indicates the STAFF-ID number for Mr. Pan. CAMPUS-ID 256925003 indicates Model High School. ROLE-ID 087 indicates Mr. Pan is a teacher. His role changes to 032 for the period of time he provides services as a Career Preparation Coordinator. SERVICE-ID N12701400 indicates the instruction of Career Preparation II. POPULATION-SERVED-CODE 05 indicates Career and Technical Students are being served. NUMBER-STUDENTS-IN-CLASS of 18 and 17 indicate the number of students in his Career Preparation classes. His Career Preparation Coordinator duties are for all his students participating in career preparation; 35. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. CLASS-ID-NUMBER 00000000000001, 00000000000002, and 00000000000003 are the unique ids for each class. CLASS-TYPE 01 indicates that type of setting for the instruction Mr. Pan is providing to these students is a regular class type. MONTHLY-MINUTES of 1500 for each of the classes. (75 minutes x 5 days in the week x 4 weeks) = 1500 minutes MONTHLY-MINUTES of 3600 for each of the classes. (180 minutes x 5 days in the week x 4 weeks) = 3600 minutes Example #10 High School Teacher; More Than One Service in a Class and Televised Instruction Mademoiselle LaMauve (433-53-0000) teaches French at Honest High School (022) in Learning ISD (256925). She teaches French I (03410100) every day from 9:00-10:00 A.M. Because there are not enough students to make up separate classes for French II and French III, those classes are taught in the same class from 10:00-11:00 AM. She also serves as the monitor and the teacher-of-record for a televised class of French IV from 2:00-3:00 each day. Mademoiselle LaMauves responsibilities would be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 520902569254335300002569250220870341010000000000000001090256925433530000256925022087034102000000000000000209025692543353000025692502208703410300000000000000030902569254335300002569250220870341040000000000000004 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 800118 011200017011200015011200013021200 Explanation of 090 Record Layout DISTRICT-ID 256925 indicates the county district number for Learning ISD. STAFF-ID 433530000 indicates the STAFF-ID number for Mademoiselle LaMauve. CAMPUS-ID 256925022 indicates Honest High School. ROLE-ID 087 indicates Mademoiselle LaMauve is a teacher. SERVICE-ID 03410100, 03410200, 03410300 and 03410400 are the SERVICE-IDs indicating the instruction of French I, II, III and IV. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. NUMBER-STUDENTS-IN-CLASS of 18, 7, 5 and 3 are the number of students served by each service id. Note that even though French II and French III are taught at the same time, students are reported separately for each service. 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 Mademoiselle LaMauve is providing to the students in the French I, II and III classes is a regular class type. The televised French IV class is coded as 02 since the type of setting (televised instruction) causes it to be considered a non-regular class type. CLASS-ID-NUMBER 00000000000001, 00000000000002, 00000000000003, and 00000000000004 are the unique ids for each course. MONTHLY-MINUTES of 1200 for each of the classes. (60 minutes x 5 days in the week x 4 weeks) = 1200 minutes Example #11 Counselor Split Between Four Campuses Miss Joske (467-00-1280) is a counselor for four campuses in Learning ISD (256925). She works one week a month on each campus. Miss Joskes responsibilities will be reported as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925467001280256925002008SS007000090256925467001280256925105008SS007000090256925467001280256925123008SS007000090256925467001280256925045008SS007000 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 8001 01 01 01  Explanation of 090 Record Layout CAMPUS-ID is different to indicate service at four different campuses. ROLE-ID 008 indicates a counselor. SERVICE-ID SS007000 indicates Guidance and Counseling services. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. Since the role (008) for Miss. Joskes duties is not included in edit 0900B, edit 0900C identifies the required fields. Edit 0901P requires MONTHLY-MINUTES, NUMBER STUDENTS IN CLASS, CLASS-TYPE-CODE and CLASS-ID-NUMBER be blank. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. Example #12 Educational Aides Learning ISD (256925) employs three aides at Ridgecrest Elementary (102); Mrs. Jones (345-00-2648), Mrs. Maxwell (444-00-9743) 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 and Mrs. Maxwell work in the library. Mrs. Anderson helps the students find books, use the library system and do research. Mrs. Maxwell is assigned to help the librarian. She shelves books, monitors book orders and prepares new books for the shelves. Since Mrs. Maxwell does not directly help students, a 090 record is not reported for her duties. She is considered auxiliary staff. Only the responsibilities for Mrs. Jones and Mrs. Anderson are reported and are reported in the following manner. Mrs. Jones and Mrs. Andersons responsibilities are reported in the following manner: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925345002648256925102033SA00000300000000000001090256925465006743256925102033SA00000300000000000002 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 80010018400 010 018400 Explanation of 090 Record Layout CAMPUS-ID 256925102 indicates Ridgecrest Elementary in Loving ISD. STAFF-ID 345002648 indicates Mrs. Jones and 465006743 indicate Mrs. Anderson. SERVICE-ID SA000003 is used to record the entire days duties of an instructional educational aide. Even though Mrs. Jones and Mrs. Anderson have different types of responsibilities, their 090 records are reported the same. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. ROLE-ID 033 indicates Instructional Educational Aide. NUMBER-STUDENTS-IN-CLASS of 0; students are not 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 of 8400 for each of the aides monthly duties. (420 minutes each day x 5 days in the week x 4 weeks) = 8400 minutes Example #13 High School Teacher Teaching Zero-Hour Class, Regular Classes and Adult Basic Education Class in the Evening Mr. Sanders (326-57-0000) teaches IB Information Technology in a Global Society (I3580400) each morning before 1st period from 7:30-8:25 at Honest High School (022) in Learning ISD (256925). Honest High School calls this 0 period or a Zero-Hour class. He also teaches three sections lasting 55 minutes each of Computer Science I (03580200) during the regular school day. In the evening, he teaches an Adult Basic Education class (SR000006) on Monday, Wednesday, and Friday from 6:00p.m. to 7:30p.m. Mr. Sanders responsibilities would be reported in the following manner: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925326570000256925022087I358040000000000000001090256925326570000256925022087035802000000000000000209025692532657000025692502208703580200000000000000030902569253265700002569250220870358020000000000000004090256925326570000256925022087SR00000600000000000005 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 80096011100 0121011100012401110001180111000810011080 Explanation of 090 Record Layout CAMPUS-ID 256925022 indicates Honest High School. STAFF-ID 326570000 indicates Mr. Sanders. SERVICE-ID I3580400, 03580200 and SR000006 are used to record the three types of services provided by Mr. Sanders during each day. Note: All Adult Basic Education responsibilities are reported as either SR000006 or SR000009. POPULATION-SERVED-CODE 09 indicates Honors Students are being served. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. POPULATION-SERVED-CODE 08 indicates Adult Basic Education Students are being served. ROLE-ID 087 indicates Mr. Sanders is a teacher. NUMBER-STUDENTS-IN-CLASS of 6, 21, 24, 18 and 10 are the number of students served in each class. CLASS-ID-NUMBER 00000000000001, 00000000000002, 00000000000003, 00000000000004 and 00000000000005 are the unique ids for each class. CLASS-TYPE-CODE 01 indicates that the type of setting for the instruction Mr. Sanders is providing to these students is a regular class type. MONTHLY-MINUTES of 1100 for each Computer Science class. (55 minutes each day x 5 days in the week x 4 weeks) = 1100 minutes MONTHLY-MINUTES of 1080 for the Adult Basic Education class (90 minutes x 3 days in the week x 4 weeks) = 1080 minutes Example #14 Certified Interpreters Ms. Smith (000-73-2968) is a certified interpreter at Batesville 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. Learning ISD would report Ms. Smiths responsibilities as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925000732968256925002036SA00000400000000000001 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 80060016600  Explanation of 090 Record Layout CAMPUS-ID for Batesville High School in Learning ISD is 256925002. ROLE-ID 036 indicates Ms. Smith is a certified interpreter. SERVICE-ID SA000004 indicates the services of an interpreter. Note: The classes she interprets are not reported; rather the entire day is reported in one record. POPULATION-SERVED-CODE 06 indicates Special Education Students are being served. CLASS-ID-NUMBER 00000000000001 is the unique ids for her service. CLASS-TYPE 01 indicates that the type of setting for the instruction Ms. Smith is providing to these students (interpreting regular classes) is a regular class type. NUMBER-STUDENTS-IN-CLASS 0 indicates the number of students served by the interpreter is not reported on the 090 record. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES of 6600 for the interpreters day. (330 minutes each day x 5 days in the week x 4 weeks) = 6600 minutes Example #15 Elementary Team Teaching Mrs. Worley (545-00-2948) is the Department Chair for Science at Ridgecrest Elementary (102) in Learning ISD (256925), Each day she joins Mrs. Bagley (486-00-8153) to team teach a 3rd grade science class (02650300) from 9:00-10:15. Learning ISD would report Mrs. Worleys Department Chair duties and the teachers responsibilities for the 3rd grade science class as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 52090256925545002948256925102054SS00401109025692554500294825692510208702650300000000000000210902569254860081532569251020870265030000000000000004 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 80010100115000121011500 Explanation of 090 Record Layout CAMPUS-ID for Ridgecrest Elementary in Learning ISD is 256925102. ROLE-ID 087 indicates Mrs. Worley and Mrs. Bagley are teachers and 054 indicates Mrs. Worley is a Department Head. SERVICE-ID 02650300 indicates the 3rd grade Science class and SS004011 indicates Instructional Research and Development, Science. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE 01 indicates that the type of setting for the instruction they provide to these students is a regular class type. CLASS-ID-NUMBER 00000000000021 and 00000000000004 are the unique ids assigned to the class for the staff person. NUMBER-OF-STUDENTS-IN-CLASS of 21 is reported only on Mrs. Bagleys record since she is the teacher-of-record for the class. The NUMBER-OF-STUDENTS-IN-CLASS is reported as 0 for Mrs. Worleys record. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES of 1500 for each teachers responsibility. (75 minutes each day x 5 days in the week x 4 weeks) = 1500 minutes Example #16 High School Assistant Principal Also Teaching Two Classes Mr. Strict (533-44-0000) is an assistant principal of Batesville High School (002) in Learning ISD (256925). Each day, he also teaches two 55 minute classes; Physics (03050000) and Biology (03010200). Learning ISD would report his responsibilities as follows: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 5209025692553344000025692500208703050000000000000000030902569255334400002569250020870301020000000000000004090256925533440000256925002003SS003000 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 800112011100012101110001 Explanation of 090 Record Layout CAMPUS-ID for Batesville High School (002) in Learning ISD is 256925002. ROLE-ID 087 indicates Mr. Strict serves as a teacher and 003 indicates his assistant principal duties. NUMBER-STUDENTS-IN-CLASS, CLASS-TYPE-CODE, CLASS-ID-NUMBER and MONTHLY MINUTES are blank on the record for the assistant principal responsibilities. SERVICE-ID 03050000 and 03010200 indicate instruction in Physics and Biology. SERVICE-ID SR003000 indicates School Administration duties. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE 01 indicates that the type of setting for the instruction Mr. Strict provides to these students in Physics and Biology is a regular class type. CLASS-ID-NUMBER 00000000000003 and 00000000000004 are the unique ids assigned to the class for the staff person. NUMBER-OF-STUDENTS-IN-CLASS of 12 and 21 indicates the number of students in his classes. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES of 1100 for each class. (55 minutes each day x 5 days in the week x 4 weeks) = 1100 minutes Example #17 Substitutes and Staff on Leave 17A: 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 record for Miss May. 17B: 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. Learning ISD would report substitute Mrs. Marks responsibilities as follows: 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 80010017800 Explanation of 090 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 of 0 is reported since this number may change daily and the students are reported on the teacher-of-record 090 record. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES of 7800 for her responsibility. (390 minutes each day x 5 days in the week x 4 weeks) = 7800 minutes 17C: 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. Learning ISD would report the following 090 record for substitute Miss Lucky for the Biology class: 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 800118011100 Explanation of 090 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 of 18 is reported. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES of 1100 for each teachers responsibility. (55 minutes each day x 5 days in the week x 4 weeks) = 1100 minutes 17D: 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 as-of-date, is still on the district payroll and a permanent substitute has been hired, a 090 record is reported for her as well as for the substitute. Learning ISD would report the following 090 record for Mrs. Riley and Mr. Stemper, the permanently hired substitute, for her Debate I class: 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 800100178000118017800 Explanation of 090 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 of 0 is 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 of 7800 for each teachers responsibility. (390 minutes each day x 5 days in the week x 4 weeks) = 7800 minutes 17E: 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 record for the English II class is reported as if he were working. The responsibility for the typical substitute is not reported. No 090 record would be reported by Learning ISD for the substitute. Learning ISD would report the following 090 record for Mr. James for his English II class: 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 800120011100 Explanation of 090 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 of 20 is 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 of 1100 for each teachers responsibility. (55 minutes each day x 5 days in the week x 4 weeks) = 1100 minutes Example #18 Accelerated Block with Change in Block in Mid-October Mrs. Davis (000-66-8769) teaches Algebra at Learning High School (004) in Learning ISD (256925). Learning High School is on an Accelerated Block schedule. During the four weeks prior to the last Friday in October, the first two weeks were the end of Block 1 and the last two weeks were the beginning of Block 2. Mrs. Davis teaches a 115 minute Algebra I class (03100500) during the first block of the school year and a 115 minute Algebra II class (03100600) during the second block. Learning ISD would report the following 090 record for Mrs. Davis Algebra II class: Input Record Type CodeDistrict IDStaff IDCampus IDRole IDService IDClass ID NumberE0755E0212E0505E0266E0721E0724E1056C042C021C022Columns 1 3Columns 4 - 9Columns 10 18Columns 19 - 27Columns 28 - 30Columns 31 38Columns 39 - 520902569250006687692569250040870310060000000000AL2001 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 800124012300 Explanation of 090 Record Layout CAMPUS-ID for Learning High School in Learning ISD is 256925004. ROLE-ID 087 indicates Mrs. Davis is a teacher. SERVICE-ID 03100600 indicates the Algebra II class since 090 record instructions requires the data to be reported on the current semester. A responsibility record is not reported for Mrs. Davis Block I, Algebra I class. POPULATION-SERVED-CODE 01 indicates Regular Students are being served. CLASS-TYPE 01 indicates that the type of setting for the instruction she provides to these students is a regular class type. CLASS-ID-NUMBER 00000000AL2001 is the unique ids assigned to the class for the staff person. NUMBER-OF-STUDENTS-IN-CLASS of 24 is the number of students in Mrs. Davis Algebra II class. ESC-SSA-STAFF-INDICATOR-CODE is blank, since this is a school district. MONTHLY-MINUTES of 2300 for each teachers responsibility. (115 minutes each day x 5 days in the week x 4 weeks) = 2300 minutes 100 STUDENT DATA - IDENTIFICATION Input Record Type CodeDistrict IDStudent IDFirst NameMiddle NameLast NameGeneration CodeCrisis CodeFillerE0755E0212E0001E0703E0704E0705E0706E1054C042C012C178Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 75Columns 76-77Columns 78 - 80100100 symbol 110 \f "Wingdings" \s 8 \h A 100 record must be reported for the following: Submission 1 Children who on the as-of 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; are served in the districts PEP program, or; do not fit any of the above situations but were served in grades 7-12 in the 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. The PEIMS fall as-of 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 (see 203 SCHOOL LEAVER DATA). 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. 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. Submission 3 Report any child in one of the above categories if the child is in membership in the district (served at least two hours per day). Submission 4 Report any child in one of the above categories if they were served in the Optional Extended Year Program (OEYP) and/or the Extended School Year (ESY) services program and/or Bilingual/ESL Summer School. symbol 110 \f "Wingdings" \s 8 \h Do not report a 100 record for the following (in Submission 1 or Submission 3): Adult basic education students Adult secondary education students Nonpublic school children living in the district, but who are served totally by a nonpublic school or home-school. symbol 110 \f "Wingdings" \s 8 \h All data on each student in the district, regardless of involvement in a shared services arrangement, are to be reported by the local district, unless there is an agreement between the superintendents of the two districts that the district providing services will report all data. In all cases, only one Texas school district is to report a given student. Be aware that the district that reports the student will be subject to all accountability system implications for the student, including TAKS (Texas Assessment of Knowledge and Skills), SDAA (state developed alternative assessment), LDAA (locally developed/selected alternate assessment) scores, dropout accounting, and AEIS. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID is the student's Social Security number (SSN). The district should request the student's SSN. For previously enrolled students with no record of an SSN, the district should request the student's SSN at the beginning of the school year. If an SSN is not provided, the district must assign the student a state-approved alternative student identification number. This number will come from the list of alternative ID numbers provided by . Once a number is assigned, it should be removed from the pool of unassigned alternative ID numbers. Do not reassign an alternative ID number once it has been assigned to a student. When the student leaves the district, his ID number will also be used by his new district. A different alternative ID number is not assigned by the new district. State-approved alternative student ID numbers must transfer with a student if an SSN is not being used. However, an SSN may be used by the new district, if available. If the student leaves the district, but later returns, he will use the same alternative number as originally assigned, unless he can now provide an SSN. If a student acquires an SSN, replace the student's alternative ID number with the new SSN. Report this change through use of record type 105. If a student or his parent so chooses, the student may change from an alternative ID number to an SSN, or he may change from an SSN to an alternative ID number. This type of change must also be reported through use of record type 105. As students move from one district to another, districts will need to ask each incoming student whether or not he or she was served in a Texas public school as of March 16, 1990, or later. If so, the district needs to request from the student his or her identification number (either SSN or state-assigned alternative ID). If the student fails to provide records from the prior district that indicate the student's ID number, the receiving district should request the ID number from the sending district when requesting transfer of the student's records. Districts must verify the identity of each student received from another district and must obtain a copy of the student's prior school records. Superintendents should instruct their administrators to cooperate in exchanging information with other districts in student moves or transfers. Should a district, after exhausting all other means, be unable to locate a number for a child who was apparently enrolled in a Texas public school on March 16, 1990, or later, the will be available as a resource. Districts may phone (512) 463-9229, and request a student ID search. The requested information will be mailed to the appropriate school. symbol 110 \f "Wingdings" \s 8 \h As a recipient of federal funds for educational purposes, is subject to the same requirements of confidentiality of student information as are school districts. The primary federal requirements are found in the Family Educational Rights and Privacy Act of 1974 (FERPA) and in the implementing federal regulations found in 34 CFR Part 99. FERPA is specifically incorporated into the Texas Open Records Act as an exception to records, which are subject to disclosures to the public (Art. 6252-17a, Sec. 14(e) Vernon's Code Ann). The authority for to collect such data for educational purposes is also found in the FERPA regulations. symbol 110 \f "Wingdings" \s 8 \h Under FERPA, personally identifiable student information collected and maintained by PEIMS must be protected from disclosure. PEIMS operates under written procedures and protections that maintain the confidentiality of student records. Access to the statewide database of student information at (EDIT+, PID, and PET) is restricted to authorized users only. Access to this information requires specific approval by the PEIMS data collection staff. symbol 110 \f "Wingdings" \s 8 \h The naming standards that follow were revised in the 2006-2007 PEIMS Data Standards and apply to students who entered the Texas public school system for the first time in the 2006-2007 school year or later. The revised naming standards are not retroactive. symbol 110 \f "Wingdings" \s 8 \h FIRST-NAME, MIDDLE-NAME, and LAST-NAME are required for all students. A full MIDDLE-NAME is required, if available. If a student has no middle name, enter one equal sign (=). Do not use an initial for FIRST-NAME, unless an initial is the legal first name. GENERATION-CODE is optional. GENERATION-CODE is reported when available. symbol 110 \f "Wingdings" \s 8 \h 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. If the parent does not provide a name, then the school district uses "none. 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. The PID search function on EDIT+ enables districts to obtain student demographic data. symbol 110 \f "Wingdings" \s 8 \h Under federal and state law and rule, districts, education service centers, and are responsible for the security of data stored in their facilities or transmitted from their facilities to other educational facilities. symbol 110 \f "Wingdings" \s 8 \h The CRISIS-CODE is used to report those situations recognized by 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. For the 2009-2010 school year, if the commissioner of education declares a crisis, then this data must be reported for the affected students based on the guidance from . Otherwise, if a student is not affected by a declared crisis, then this field may be left blank and will convert this blank field to a value of 00. This data may be used for determining special funding and/or accountability measures. Example Jane Lee Student is a student in Learning ISD (999-999). Jane was issued Alternative Identification number S00005678. Her identification information would be reported as follows. Input Record Type CodeDistrict IDStudent IDFirst NameMiddle NameLast NameGeneration CodeCrisis CodeE0755E0212E0001E0703E0704E0705E0706E1054C042C012C178Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 35Columns 36 - 49Columns 50 - 74Column 75Columns 76-77100999999S00005678JANELEESTUDENT Explanation of 100 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 alternative 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. 101 STUDENT DATA - DEMOGRAPHIC 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 - 46101101 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 - 57 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 - 80 symbol 110 \f "Wingdings" \s 8 \h UNSCHOOLED ASYLEE/REFUGEE CODE BUSINESS RULES Two definitions of asylee/refugee are used by . 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 record in submissions 1 and 3. In accordance with Texas Education Code (TEC) 39.027(a-1), an UNSCHOOLED ASYLEE/REFUGEE for PEIMS reporting purposes means a student who: (1) initially enrolled in grades 7-12 in a school in the United States as: (A) an asylee as defined by 45 Code of Federal Regulations, Section 400.41; or (B) a refugee as defined by 8 United States Code, Section 1101; (2) 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 (3) 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 28.002, as determined by the language proficiency assessment committee established under TEC 29.063. Inadequate schooling outside the United States is defined as little or no formal schooling outside the United States such that the student lacked basic literacy in his or her primary language upon enrollment in school in the United States. 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). symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-RESIDENCE CAMPUS-ID-OF-RESIDENCE is the unique campus ID number corresponding to the student's attendance area or zone in the district in which he or she resides. 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 pupil 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. symbol 110 \f "Wingdings" \s 8 \h MIGRANT-INDICATOR-CODE The MIGRANT-INDICATOR-CODE applies to every migrant student enrolled in any district in the state, whether the district receives migrant funds or not, should have a code of 1 for MIGRANT-INDICATOR-CODE. 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. Migrant students 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. symbol 110 \f "Wingdings" \s 8 \h DEMOGRAPHIC-REVISION-CONFIRMATION-CODE E0924, DEMOGRAPHIC-REVISION-CONFIRMATION-CODE, is an optional data element. An entry in this field of "1" indicates that a change is being reported in one or more of the twelve basic demographic data elements since the last PEIMS data submission. The twelve fields are FIRST-NAME, MIDDLE-NAME, LAST-NAME, GENERATION-CODE, SEX-CODE, AMERICAN-INDIAN-ALASKA-NATIVE-CODE, ASIAN-CODE, BLACK-AFRICAN-AMERICAN-CODE, NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE, WHITE-CODE, HISPANIC-LATINO-CODE, and DATE-OF-BIRTH. If a value of "1" is present in this field, then all demographic data currently existing in the Person Identification Database (PID) will be replaced with any new data being reported in that PEIMS submission. Therefore districts must be very careful to guard the accuracy of demographic data being submitted. If data being submitted does not match current demographic data on the PID and a "1" has not been placed in the demographic revision field, then the district will receive an error for that student on the PID Discrepancy Report. This report is a part of the diagnostic process that follows the submission of the data to . Use a "1" in this field only if the student was previously reported in a PEIMS submission and you wish to update the PID. New students should not be reported with a DEMOGRAPHIC-REVISION-CONFIRMATION-CODE. In order to change demographic data in the PID, a "1" must be present in this field. REMINDER: A district can only change one of the three major demographics (FIRST-NAME, LAST-NAME, and DATE-OF-BIRTH) at a time by using the demographic revision code. If more than one of these need to be changed, then will have to make the corrections to the PID for you. 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 record is reported. The school-start window extends from the first day of school through the last Friday in September (see 203 SCHOOL LEAVER DATA). symbol 110 \f "Wingdings" \s 8 \h STUDENT-ATTRIBUTION-CODES STUDENT-ATTRIBUTION-CODEs 13-24 are reserved for districts and charter schools that serve students in Texas Juvenile Probation Commission, Texas Youth Commission, and Residential Treatment facilities. Summary of new codes 13-24 in C161 STUDENT-ATTRIBUTION-CODE. CodeFacilityCourt-ordered?Regularly assigned to district?YesNoYesNo13TJPCXX14TJPCXX15TJPCXX16TJPCXX17TYCXX18TYCXX19TYCXX20TYCXX21Residential treatment facilityXX22Residential treatment facilityXX23Residential treatment facilityXX24Residential treatment facilityXX A 100, 101, and 110 record 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 last Friday in October. (Other records are required if the student participates in special education or career and technical education). symbol 110 \f "Wingdings" \s 8 \h LAST-DATE-OF-ENROLLMENT 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. 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. symbol 110 \f "Wingdings" \s 8 \h When reporting the CAREER-AND-TECHNICAL-ED-IND-CD: 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). For example, 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 would be 0. Likewise, if a student was enrolled in the prior year and not at all in the current year (AS-OF-STATUS-CODE A), then the CAREER-AND-TECHNICAL-ED-IND-CD must be 0. (See the CTE Fall Decision Chart on page 2.85.) For Submission 3, the CAREER-AND-TECHNICAL-ED-IND-CD is reported based on the end of year status for the student. Generally, 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. For students who are coded as CAREER-AND-TECHNICAL-ED-IND-CD 1, they must have completed a CTE course during the course of the school year. For students who are reported with a CAREER-AND-TECHNICAL-ED-IND-CD of a 2 or 3, they 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 the CTE Summer Decision Chart on page 2.86.) A 100 and a 101 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 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 record is EE-6, then the only other records possible for Submission 1 are the 105, 110, 163, 169, and 170 records. AS-OF-STATUS-CODE is required in Submissions 1 and 3. 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-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. AS-OF-STATUS-CODE X is used in both Submissions 1 and 3. 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. Examples of submission 1 AS-OF-STATUS-CODE use: ExamplePrior year grade levelCurrent year grade levelAllowable AS-OF-STATUS-CODEs10506X20606X30607X40707A-G50708A-Gsymbol 110 \f "Wingdings" \s 8 \h For Submission 4, the AS-OF-STATUS-CODE is Blank. 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. In Submissions 1 and 3, when a students grade level on the 101 record is EE-06, then AS-OF-STATUS-CODE is X. In Submission 1, if a students grade level on the 101 record is 7-12, and: AS-OF-STATUS-CODE is A, D, or E , then a 203 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 record is required; or AS-OF-STATUS-CODE is A, C, E, or G, then a 110 record is prohibited. 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 record with a matching STUDENT-ID. 10194. If AS-OF-STATUS-CODE is A, then there must be a 203 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 record with a matching STUDENT-ID. 10146. If AS-OF-STATUS-CODE is D or E", then there must be a 203 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 record with a matching STUDENT-ID. 10148. If AS-OF-STATUS-CODE is B or C, then there must not be a 203 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 record with a matching STUDENT-ID. 10150. If AS-OF-STATUS-CODE is "C" and a 203 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 record with a matching STUDENT-ID. 10147. If AS-OF-STATUS-CODE is "B", "D", "F", or "X", then there must be a 110 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. For 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. 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 record in the 6th reporting period except when ADA-ELIGIBILITY-CODE is 0. Beginning with the 2001-2002 school year, a PID Error Rate Standard was implemented. The PID Error Rate Standard and other helpful PID information are available on the website at  HYPERLINK "http://www.tea.state.tx.us/peims/pid/index.html" http://www.tea.state.tx.us/peims/pid/index.html. CAMPUS-ID-OF-ENROLLMENT is required and allowed only in Submission 1 for students with AS-OF-STATUS-CODEs of C, E, or G. This information is needed to assist in clearing PID discrepancies. CAMPUS-ID-OF-ACCOUNTABILITY is reported because some students attend only DAEP and/or JJAEP campuses. Beginning in 2008-09, 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. CAMPUS-ID-OF-ACCOUNTABILITY cannot be a DAEP or JJAEP. This field is used for a student who was only enrolled at a DAEP and/or a JJAEP. 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. This requirement is enforced through edit 10157. symbol 110 \f "Wingdings" \s 8 \h BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE collects data formerly found on form BE-030R99. 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. BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is collected in Submission 4 only. 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. 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 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 or an Optional Extended Year Program (OEYP) 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 OEYP and is not dependent upon participation in either program. symbol 110 \f "Wingdings" \s 8 \h ECONOMICALLY DISADVANTAGED SPECIFIC BUSINESS RULE: 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. 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 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 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 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.  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 Learning 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 studying to be a professional welder. Jane is a teen parent. 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 - 5700001100B11 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 999999 indicates the county-district number for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID S00005678 indicates that Jane has an Alternative Identification Number. symbol 110 \f "Wingdings" \s 8 \h SEX-CODE F indicates Jane is female. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-BIRTH 03021992 indicates a birth date of March 2, 1992. symbol 110 \f "Wingdings" \s 8 \h CAREER-AND-TECHNICAL-ED-IND-CODE 3 indicates that Jane is a participant in the Career and Technical Education Tech Prep program symbol 110 \f "Wingdings" \s 8 \h 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). symbol 110 \f "Wingdings" \s 8 \h LAST-DATE-OF-ENROLLMENT is blank because this field is only reported for the summer submission. symbol 110 \f "Wingdings" \s 8 \h AMERICAN-INDIAN-ALASKA-NATIVE-CODE 0 indicates that Jane did not report being of the American Indian/Alaska Native race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h ASIAN-CODE 0 indicates that Jane did not report being of the Asian race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h BLACK-AFRICAN-AMERICAN-CODE 0 indicates that Jane did not report being of the Black African American race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h WHITE-CODE 1 indicates that Jane reported being of the White race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h DEMOGRAPHIC-REVISION-CONFIRMATION-CODE is 1 because a change in one of the seven basic demographic data elements is being made since the last data submission. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ATTRIBUTION-CODE is 00 because Jane does not fit any of the special student attribution situations. symbol 110 \f "Wingdings" \s 8 \h AS-OF-STATUS-CODE B indicates that Jane was enrolled during the school-start window and on the fall as-of date. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE 11 indicates that Jane is in the eleventh grade. symbol 110 \f "Wingdings" \s 8 \h MIGRANT-INDICATOR-CODE 1 indicates that Jane is eligible under the federal legal definition of an eligible migrant child to receive migrant-funded services. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Jane is enrolled on Campus 001. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ACCOUNTABILITY is blank because Jane is not enrolled at a DAEP or JJAEP campus on the fall snapshot. symbol 110 \f "Wingdings" \s 8 \h BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is blank because this is Submission 1. symbol 110 \f "Wingdings" \s 8 \h HISPANIC-LATINO-CODE 0 indicates that Jane did not report being Hispanic/Latino ethnicity on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h ECONOMIC-DISADVANTAGE-CODE 01 indicates Jakes last status for the school year was eligible for free meals under the National School Lunch and Child Nutrition Program. Example #2 Jake Learner (000774567) is a 9th grade male student born on March 2, 1993. 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 is taking an Introduction to Agriculture course on Campus 001. Jake was enrolled from the first day through the last day of the school year, May 31, 2009. Jakes 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. _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. 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 - 46101999999000774567M003021993125500000005312009101 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 - 5710000007B09 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 999999 indicates the county-district number for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID 000774567 indicates Jakes SSN. symbol 110 \f "Wingdings" \s 8 \h SEX-CODE M indicates Jake is male. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-BIRTH 03021993 indicates a birth date of March 2, 1993. symbol 110 \f "Wingdings" \s 8 \h CAREER-AND-TECHNICAL-ED-IND-CODE 1 indicates that Jake is a participant in the Career and Technical Education program. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-RESIDENCE is 255000000 because Jake lives outside the boundaries of the state of Texas. symbol 110 \f "Wingdings" \s 8 \h LAST-DATE-OF-ENROLLMENT 05312009 indicates that Jakes last date of enrollment was May 31, 2009. symbol 110 \f "Wingdings" \s 8 \h AMERICAN-INDIAN-ALASKA-NATIVE-CODE 1 indicates that Jake reported being of the American Indian/Alaska Native race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h ASIAN-CODE 0 indicates that Jake did not report being of the Asian race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h BLACK-AFRICAN-AMERICAN-CODE 0 indicates that Jake did not report being of the Black/African American race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h WHITE-CODE 0 indicates that Jake did not report being of the White race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h DEMOGRAPHIC-REVISION-CONFIRMATION-CODE is 0 because no change to one of the seven basic demographic data elements is being made since the last data submission. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ATTRIBUTION-CODE is 07 because Jake resides outside of Texas. symbol 110 \f "Wingdings" \s 8 \h AS-OF-STATUS-CODE B indicates that Jake was enrolled during the school-start window and on the fall as-of date. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE 09 indicates that Jake is in the ninth grade. symbol 110 \f "Wingdings" \s 8 \h MIGRANT-INDICATOR-CODE 0 indicates that Jake is not a migrant student. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Jake is enrolled on Campus 001. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ACCOUNTABILITY is blank because Jake is not enrolled at a DAEP or JJAEP campus on the fall snapshot. symbol 110 \f "Wingdings" \s 8 \h BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is blank because this program does not apply. symbol 110 \f "Wingdings" \s 8 \h HISPANIC-LATINO-CODE 1 indicates that Jake reported being of Hispanic or Latino ethnicity on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h ECONOMIC-DISADVANTAGE-CODE 01 indicates Jakes last status for the school year was eligible for free meals under the National School Lunch and Child Nutrition Program. Example #3 Billy Student (001239876) is enrolled in Learning ISD (999-999). Billy was born on August 31, 1998. Billys parents completed the Free and Reduced-Priced Lunch Application. The district determined that Billy qualified for free meals. Billys parents have 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. _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. _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. _X__e. White - a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. Billys 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 - 46101999999123456789M0083119980 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 - 5710101B06 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 999999 indicates the county-district number for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID 000774567 indicates Billys SSN. symbol 110 \f "Wingdings" \s 8 \h SEX-CODE M indicates Billy is male. symbol 110 \f "Wingdings" \s 8 \h UNSCHOOLED-ASYLEE/REFUGEE-CODE 0 indicates that this code is not applicable because Billy is enrolled in grade 6 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. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-BIRTH 08311998 indicates a birth date of August 31, 1998. symbol 110 \f "Wingdings" \s 8 \h AMERICAN-INDIAN-ALASKA-NATIVE-CODE 1 indicates that Billy reported being of the American Indian/ Alaska Native race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h ASIAN-CODE 0 indicates that Billy did not report being of the Asian race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h BLACK-AFRICAN-AMERICAN-CODE 1 indicates that Billy reported being of the Black African American race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE 0 indicates that Billy did not report being of the Native Hawaiian Other Pacific Islander race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h WHITE-CODE 1 indicates that Billy was reported being of the White race on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h HISPANIC-LATINO-CODE 1 indicates that Billy reported being of Hispanic or Latino ethnicity on the enrollment forms. symbol 110 \f "Wingdings" \s 8 \h ECONOMIC-DISADVANTAGE-CODE 01 indicates Billy has been determined to be economically disadvantaged and is eligible for free meals under the National School Lunch and Child Nutrition Program. 105 STUDENT DATA - STUDENT ID NUMBER CHANGE Input Record Type CodeDistrict IDStudent IDPrior IDFillerE0755E0212E0001E0990C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 80105105 symbol 110 \f "Wingdings" \s 8 \h This record type is submitted only when a student's identification number has changed since the most recent PEIMS data submission. A district should submit any ID number changes even if the most recent PEIMS submission for the student was made when the student was in another district. symbol 110 \f "Wingdings" \s 8 \h A 105 record is submitted when a student who has previously been reported with an alternative ID number provides a Social Security number to his district. In other cases, a student who has provided his district with a Social Security number may request that it no longer be used to identify him, so the district must change to an alternative ID number for this student. These changes are reported with a 105 record. symbol 110 \f "Wingdings" \s 8 \h In most cases, a student will not show a change from one alternative ID number to another alternative ID number. The alternative ID number originally assigned to a student moves with him when he changes districts. However, if the alternative ID number was inadvertently reported wrong at the last PEIMS submission, it can be corrected through the 105 record. Example Jake Learner did not provide his district with a Social Security number during the prior school year, so he was reported in Submission 3 for the prior year with an alternative student ID number from the state-approved list for his district. At the beginning of the current school year, Jake gave his SSN to his district. This change in ID number is reported as follows. Input Record Type CodeDistrict IDStudent IDPrior IDE0755E0212E0001E0990C042Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 27105999999000774567S99306443 Explanation of 105 Record Layout symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID is Jakes new Social Security number. symbol 110 \f "Wingdings" \s 8 \h PRIOR-ID is Jakes alternative ID number that was previously used to identify him. 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 CodeFillerAt-Risk Indicator CodePK-Foster-Care-Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodeFillerE0790E0895E0896E0919E1041E0894E0794C061C092C093C088C088C122C088Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Columns 49 - 50 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Columns 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 80 110 RECORD GENERAL BUSINESS RULES: symbol 110 \f "Wingdings" \s 8 \h Each student in a district is considered to be enrolled on only one campus, 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. For Gifted/Talented program or advanced placement students enrolled in more than one campus, choose the campus corresponding to the student's regular grade level. The campus must be a valid number registered with . symbol 110 \f "Wingdings" \s 8 \h For those children who are not in membership in the district, 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. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE corresponds to the grade assigned in the attendance accounting records of the district, as specified in the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook. symbol 110 \f "Wingdings" \s 8 \h The PK-MILITARY-INDICATOR-CODE 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, or who was injured or killed while serving on active duty. The indicator reports whether or not a prekindergarten student was determined to be eligible for the prekindergarten program due to the military eligibility requirements. symbol 110 \f "Wingdings" \s 8 \h Those students who have graduated, but returned to school, are shown as grade 12. symbol 110 \f "Wingdings" \s 8 \h E0923, LOCAL-STUDENT-ID, is an optional data element. Many districts have expressed concerns about the difficulty in clearing student data errors when the district uses a local ID number, rather than a SSN or alternative ID number. If the LOCAL-STUDENT-ID is supplied, any student error messages will be printed with the local number. symbol 110 \f "Wingdings" \s 8 \h Nonpublic day schools and residential placement facilities must be state-approved. symbol 110 \f "Wingdings" \s 8 \h 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. EE AND PK BUSINESS RULES AND REPORTING REQUIREMENTS: symbol 110 \f "Wingdings" \s 8 \h A student in a three-year-old Prekindergarten program should be shown with a GRADE-LEVEL-CODE of PK. Migrant three-and-four-year-olds served in a campus-based program funded wholly or in part by Title I, Part C (Migrant) funds should also be coded PK. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Refer to the directions on students who are being served in both the Preschool Program for Children with Disabilities and the prekindergarten program found in the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook, Section IV. symbol 110 \f "Wingdings" \s 8 \h Pregnancy Education and Parenting: The children of PEP Program participants are not reported through PEIMS unless the children are receiving other services from the district that require PEIMS reporting. symbol 110 \f "Wingdings" \s 8 \h The PK-FOSTER-CARE-INDICATOR-CODE indicates that a prekindergarten eligible 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. SPECIAL EDUCATION PRIVATE/PUBLIC SCHOOL REPORTING REQUIREMENT: symbol 110 \f "Wingdings" \s 8 \h 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. AT-RISK AND COMPENSATORY EDUCATION BUSINESS RULES: symbol 110 \f "Wingdings" \s 8 \h The definition of students in at-risk situations includes students who are parents. In order to be considered a parent, 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. Districts must periodically evaluate the status of each student, and use the appropriate entry and exit procedures. 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. State compensatory education funds must be used for providing intensive and accelerated instructional services to at-risk students. However, the state compensatory education allotment for a district is not based on students identified as at-risk, but rather is based on students eligible for free and reduced-price lunch as reported monthly to the Division of Child Nutrition. Thus, some of the students who generate the state compensatory funds may not be the ones actually receiving the services funded by the compensatory allotment. For further information on at-risk students, access the website at HYPERLINK "http://www.tea.state.tx.us/school.finance/audit/resguide11/comped/"http://www.tea.state.tx.us/school.finance/audit/resguide11/comped/. Additional information on at-risk students may be obtained by contacting your regional Education Service Center State Compensatory Education contact. MIGRANT AND IMMIGRANT BUSINESS RULES AND REPORTING REQUIREMENTS: symbol 110 \f "Wingdings" \s 8 \h Migrant three-and-four-year-olds served in a campus-based program funded wholly or in part by Title I, Part C (Migrant) funds should also be coded PK. 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. symbol 110 \f "Wingdings" \s 8 \h Migrant three- and four-year-olds who do not have a Social Security number should still be reported through PEIMS using a state-assigned alternative ID number. Children should never be omitted from PEIMS merely because they do not have a Social Security number. symbol 110 \f "Wingdings" \s 8 \h Migrant students under the age of five participating in off-campus early childhood education programs 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. symbol 110 \f "Wingdings" \s 8 \h A migrant student who is not receiving Title I, Part A services should have a code of 0 for TITLE-I-PART-A-INDICATOR-CODE. However, if this same migrant student was previously served by Title I, Part A at the current campus, the student should have a code of 8. symbol 110 \f "Wingdings" \s 8 \h Please contact the NCLB Program Coordination Division for assistance in determining a students immigrant status according to the Title III, Part A definition at 512-463-9067. LEP, BILINGUAL AND ESL BUSINESS RULES AND REPORTING REQUIREMENTS: symbol 110 \f "Wingdings" \s 8 \h HOME-LANGUAGE-CODE and LEP-INDICATOR-CODE are requested for all students, regardless of whether they have been determined LEP. If a language other than English is referenced in the Home Language Survey, then that language should be indicated in HOME-LANGUAGE-CODE. If LEP-INDICATOR-CODE is "1", then PARENTAL-PERMISSION-CODE must not be blank. symbol 110 \f "Wingdings" \s 8 \h 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. LEP PRIVATE/PUBLIC SCHOOL REPORTING REQUIREMENT: symbol 110 \f "Wingdings" \s 8 \h LEP students enrolled by their parents in private schools (including a home school) who are receiving ESL or Bilingual 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. ESL BUSINESS RULES FOR GRADES 9-12: symbol 110 \f "Wingdings" \s 8 \h If a student is reported with a PARENTAL-PERMISSION-CODE of "F", the student must also be coded as ESL and LEP, and in grades 9-12. symbol 110 \f "Wingdings" \s 8 \h For questions and answers regarding ESL requirements for grades 9-12, please review the To the Administrator Addressed letter, Subject: Clarification of Required Services for Limited English Proficient Students in High School, dated December 7, 1998. This letter can be found at:  HYPERLINK "http://www.tea.state.tx.us/taa/proginst070798.html" http://www.tea.state.tx.us/taa/proginst070798.html. Additional information on Bilingual/ESL education, can be accessed by visiting the Bilingual/ESL Unit webpage (under related links) located on the Curriculum Division webpage on the website. ESL MODIFIED (SHELTERED) COURSE BUSINESS RULES FOR GRADES 9-12: symbol 110 \f "Wingdings" \s 8 \h Bilingual/ESL funds are earned by eligible students who are taught in "modified courses" also known as sheltered courses. (See PARENTAL-PERMISSION-CODE F.) In these modified (sheltered) courses, a teacher who is not certified for Bilingual/ESL has received specific training for educating LEP students. A modified (sheltered) course setting does not change the TEKS requirements of the course being taught to ESL students. Modified (sheltered) courses are to be reported using available SERVICE-IDs in Code Table 022, which match the TEKS for the course being taught. LEP IMMIGRANT/NON-IMMIGRANT BUSINESS RULES: symbol 110 \f "Wingdings" \s 8 \h The term immigrant has three definitions approved by the . 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. NCLB DEFINITION: For PEIMS reporting purposes the federal definition of immigrant is used. Please refer to the definition listed under E0797 IMMIGRANT-INDICATOR-CODE. STUDENT ASSESSMENT DEFINITION: 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. ESOL I AND ESOL II DEFINITION: For ESOL I and ESOL II, Chapter 74 does not provide a specific definition of immigrant. The dictionary defines an immigrant as a person who comes to a country to take up permanent residence. An immigrant student is a student who was not born in the United States. For additional information please go to the Curriculum Division webpage and select Bilingual ESL at the following URL:  HYPERLINK "http://www.tea.state.tx.us/curriculum/biling/" http://www.tea.state.tx.us/curriculum/biling/ . ESOL I AND ESOL II: symbol 110 \f "Wingdings" \s 8 \h High school students enrolled in English for Speakers of Other Languages I and English for Speakers of Other Languages II may not receive high school graduation credit unless they are LEP and are immigrants to the United States. symbol 110 \f "Wingdings" \s 8 \h 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). Please refer to the ESL Business Rules for grades 9-12 on previous page for additional information. NON-IMMIGRANT LEP symbol 110 \f "Wingdings" \s 8 \h 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. LEP STATUS EXIT CRITERIA: symbol 110 \f "Wingdings" \s 8 \h 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. Please see the LEP Chart which precedes the 110 record examples for additional information. symbol 110 \f "Wingdings" \s 8 \h The following exit criteria must be met in order to change an identified LEP student to a non-LEP status. -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 -approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and -approved criterion-referenced written tests when available, other approved tests when criterion referenced written test is not available, and the results of a subjective teacher evaluation. STUDENT SUCCESS INITIATIVE AND GRADE PLACEMENT COMMITTEE: symbol 110 \f "Wingdings" \s 8 \h E1030, SSI-PROMOTION-RETENTION-CODE, applies only to students participating in the Student Success Initiative (SSI). Refer to TAC Chapter 101, Subchapter BB and TEC 28.0211 for SSI information. The SSI will be phased in over several school years as described below. In 2004-2005, students in grade 3 must perform satisfactorily on the Reading assessment instrument to be promoted to grade 4 and students in grade 5 must perform satisfactorily on the Reading and Mathematics assessment instruments to be promoted to grade 6 or be promoted by decision of their Grade Placement Committees. E1030 applies to students in grades 3-6 in 2005-2006 and beyond. In 2007-2008, students in grade 8 must perform satisfactorily on the Reading and Mathematics assessment instruments to be promoted to grade 9 or be promoted by decision of their Grade Placement Committees. E1030 applies to students in grades 3-6, 8, and 9 in 2008-2009 and beyond. In 2009-2010, the Texas Legislature amended the Texas Education Code 28.0211 such that students in grade 3 who are retained or promoted after the spring of 2009 will no longer be affected by the Student Success Initiative. E1030 applies to students in grades 5, 6, 8, and 9 in 2009-2010 and beyond. Each school district and charter school shall establish procedures for convening a Grade Placement Committee to prescribe accelerated instruction for each student who fails to demonstrate proficiency on the second administration of the assessment instrument(s) required for promotion. A student who does not pass the third assessment instrument(s) required for promotion may be promoted by unanimous decision of his or her Grade Placement Committee. Refer to TEC 28.0211(c) and TAC 101.2007 for Grade Placement Committee information and roles. For SSI purposes, assessment instrument refers to the Texas Assessment of Knowledge and Skills (TAKS). In C171, SSI-PROMOTION-RETENTION-CODE, does not meet SSI requirements refers to students who do not pass the appropriate assessment instrument(s) required for promotion. This includes students who are tested and do not pass the assessment instrument(s) and students who are absent or do not receive test scores. When a student who participates in the SSI transfers/relocates to another public school or charter district in Texas, the receiving district should obtain Grade Placement Committee documentation from the students previous school district through the records request process. This documentation should include the previous districts accelerated instruction and promotion/retention decision(s) and/or provide valuable details about the students progress and assessment score(s) so that the receiving district may better decide whether the SSI student should be promoted or retained. GRADE ADVANCEMENT REQUIREMENTS OF THE STUDENT SUCCESS INITIATIVE: symbol 110 \f "Wingdings" \s 8 \h Additional information on the Student Success Initiative can be accessed by visiting the Student Success Initiative webpage located on the Student Assessment Division webpage on the website. The following URL is for the Student Success Initiative webpage:  HYPERLINK "http://www.tea.state.tx.us/student.assessment/resources/ssi/index.html" http://www.tea.state.tx.us/student.assessment/resources/ssi/index.html A FLOWCHART detailing the decision making process for SSI grade advancement can be accessed from the Student Success Initiative webpage. The document name is Interactive Flow Chart and can be found under the document grouping entitled Grade Placement Committee Manual. A FLOWCHART detailing the decision making process for SSI grade advancement for students receiving special education services can be accessed from the Student Success Initiative webpage. The document name is Flowchart for Students Receiving Special Education Services and can be found under the document grouping entitled Grade Placement Committee Manual.  EMBED Visio.Drawing.11  Example #1 Jane Student is a student enrolled at Learning ISD (999-999) Elementary (101) as a full-time transfer student. Jane resides out of the district, but attends Learning ISD because the district allows transfers for students whose parent is employed by Learning ISD. Jane is in the 4th grade for the second time and attends a campus designated as a schoolwide Title I campus. The enrollment information for Jane 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 38110999999987000011999999101040300110 LEP Indica-tor CodeHome Lan-guage CodeParental Permis-sion CodeFillerAt-Risk Indicator CodePK-Foster Care Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodeFillerE0790E0895E0896E0919E1041E0894E0794C061C092C093C088C088C122C088Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Columns 49-500981060 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Column 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 8000000005469 Explanation of 110 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 999999 indicates the county district number for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID 987000011 indicates the Social Security Number for Jane. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT is 999999001 indicating Jane is enrolled at the Learning Elementary School. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE 04 indicates Jane is in the fourth grade. symbol 110 \f "Wingdings" \s 8 \h PK-MILITARY-INDICATOR-CODE 0 indicates that Jane is not eligible for PK services. symbol 110 \f "Wingdings" \s 8 \h ADA-ELIGIBILITY-CODE 3 indicates that Jane is an eligible full-day transfer student. symbol 110 \f "Wingdings" \s 8 \h BILINGUAL-PROGRAM TYPE CODE 0 indicates that Jane does not participate in the Bilingual language program. symbol 110 \f "Wingdings" \s 8 \h ESL-PROGRAM-TYPE-CODE 0 indicates that Jane does not participate in the ESL language program. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Jane is not limited English proficient. symbol 110 \f "Wingdings" \s 8 \h HOME-LANGUAGE-CODE 98 indicates Janes home language is English. symbol 110 \f "Wingdings" \s 8 \h PARENTAL-PERMISSION-CODE is blank, since Jane is not LEP. symbol 110 \f "Wingdings" \s 8 \h AT-RISK-INDICATOR-CODE 1 indicates that Jane has been determined to be at risk due to being retained in the fourth grade. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE 0 indicates that Jane does not participate in the gifted and talented program. symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-INDICATOR-CODE 6 indicates that Jane attends a Title I, Part A schoolwide program school. symbol 110 \f "Wingdings" \s 8 \h SPECIAL-ED-INDICATOR-CODE 0 indicates that Jane is not participating in the special education program. symbol 110 \f "Wingdings" \s 8 \h IMMIGRANT-INDICATOR-CODE 0 indicates Jane has not been identified as belonging to this student type. symbol 110 \f "Wingdings" \s 8 \h LOCAL-STUDENT-ID is 000005469. symbol 110 \f "Wingdings" \s 8 \h SSI-PROMOTION-RETENTION-CODE is blank, since Jane does not fit any of the SSI criteria. Example #2 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 CodeFillerAt-Risk Indicator CodePK-Foster Care Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodeFillerE0790E0895E0896E0919E1041E0894E0794C061C092C093C088C088C122C088Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Columns 49 - 5009800080 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Column 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 80100000055700 Explanation of 110 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID 999999 indicates the county district number for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID 000651234 indicates the Social Security Number for Austin. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT is 999999041 indicating Austin is enrolled at the Learning Middle School. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE 08 indicates Austin is in the eighth grade. symbol 110 \f "Wingdings" \s 8 \h PK-MILITARY-INDICATOR-CODE 0 indicates that Austin is not eligible for PK services. symbol 110 \f "Wingdings" \s 8 \h ADA-ELIGIBILITY-CODE 1 indicates that Austin is an eligible full-day student. symbol 110 \f "Wingdings" \s 8 \h BILINGUAL-PROGRAM TYPE CODE 0 indicates that Austin does not participate in the Bilingual language program. symbol 110 \f "Wingdings" \s 8 \h ESL-PROGRAM-TYPE-CODE 0 indicates that Austin does not participate in the ESL language program. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Austin is not limited English proficient. symbol 110 \f "Wingdings" \s 8 \h HOME-LANGUAGE-CODE 98 indicates Austins home language is English. symbol 110 \f "Wingdings" \s 8 \h PARENTAL-PERMISSION-CODE is blank, since Austin is not LEP. symbol 110 \f "Wingdings" \s 8 \h AT-RISK-INDICATOR-CODE 0 indicates that Austin has not been determined to be at risk. symbol 110 \f "Wingdings" \s 8 \h PK-FOSTER-CARE-INDICATOR-CODE 0 indicates that Austin is not eligible for PK services under this option. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE 1 indicates that Austin participates in the gifted and talented program. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h SPECIAL-ED-INDICATOR-CODE 0 indicates that Austin is not participating in the special education program. symbol 110 \f "Wingdings" \s 8 \h IMMIGRANT-INDICATOR-CODE 0 indicates Austin has not been identified as belonging to this student type. symbol 110 \f "Wingdings" \s 8 \h LOCAL-STUDENT-ID is 000005570. symbol 110 \f "Wingdings" \s 8 \h SSI-PROMOTION-RETENTION-CODE is blank, since Austin does not fit any of the SSI criteria. Example #3 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. The enrollment information for Jake Kinder and Jane Kinder would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentGrade 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 38110999999S44000000999999101PK1200110999999456000011999999102PK0200 LEP Indicator CodeHome Lan-guage CodeParental Permis-sion CodeFiller At-Risk Indicator CodePK-Foster Care Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodeFillerE0790E0895E0896E0919E1041E0894E0794C061C092C093C088C088C122C088Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Columns 49-5009800000980100 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Column 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 800000000549900000006500 Explanation of 110 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999101 indicates Jake is enrolled at the campus 101 and CAMPUS-ID-OF-ENROLLMENT 999999102 indicates Jane is enrolled at the campus 102. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE PK indicates Jake and Jane are in the prekindergarten program. symbol 110 \f "Wingdings" \s 8 \h PK-MILITARY-INDICATOR-CODE 1 indicates that Jake is eligible for the prekindergarten program because of meeting the military eligibility criteria. symbol 110 \f "Wingdings" \s 8 \h ADA-ELIGIBILITY-CODE 2 indicates that Jake and Jane are both half-day eligible students. symbol 110 \f "Wingdings" \s 8 \h BILINGUAL-PROGRAM TYPE CODE 0 indicates that Jake and Jane do not participate in the Bilingual language program. symbol 110 \f "Wingdings" \s 8 \h ESL-PROGRAM-TYPE-CODE 0 indicates that Jake and Jane do not participate in the ESL language program. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Jake and Jane are not limited English proficient. symbol 110 \f "Wingdings" \s 8 \h HOME-LANGUAGE-CODE 98 indicates Jake and Janes home language is English. symbol 110 \f "Wingdings" \s 8 \h PARENTAL-PERMISSION-CODE is blank, since Jake and Jane are not LEP. symbol 110 \f "Wingdings" \s 8 \h AT-RISK-INDICATOR-CODE 0 indicates that Jake and Jane have not been determined to be at risk of dropping out of school. symbol 110 \f "Wingdings" \s 8 \h PK-FOSTER-CARE-INDICATOR-CODE 0 indicates that Jake is not eligible for PK services under this option. symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-INDICATOR-CODE 0 indicates that Jake and Jane do not participate in the Title I, Part A programs. symbol 110 \f "Wingdings" \s 8 \h SPECIAL-ED-INDICATOR-CODE 0 indicates that Jake and Jane do not participate in the special education program. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE 0 indicates that Jake and Jane do not participate in the gifted and talented program. symbol 110 \f "Wingdings" \s 8 \h IMMIGRANT-INDICATOR-CODE 0 indicates Jake and Jane have not been identified as belonging to this student type. symbol 110 \f "Wingdings" \s 8 \h LOCAL-STUDENT-ID for Jake is 000005499 and LOCAL-STUDENT-ID for Jane is 000006500. symbol 110 \f "Wingdings" \s 8 \h SSI-PROMOTION-RETENTION-CODE is blank, since Jake and Jane are not in grade 3-6. Example #4 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 CodeFillerAt-Risk Indicator CodePK-Foster-Care-Indicator CodeTitle I Part A Indicator CodeSpecial Ed Indicator CodeFillerE0790E0895E0896E0919E1041E0894E0794C061C092C093C088C088C122C088Column 39Columns 40 - 41Column 42Columns 43 - 44Column 45Column 46Column 47Column 48Columns 49 - 50101D1000101F1000 Gifted Talented Indicator CodeFillerImmigrant Indicator CodeFillerLocal Student IDSSI Promotion Retention CodeFillerE0034E0797E0923E1030C088C088C171Column 51Columns 52 - 53Column 54Columns 55 - 64Columns 65 - 73Columns 74 - 75Columns 76 - 80010010 Explanation of 110 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE 05 indicates John is in the 5th grade and GRADE-LEVEL-CODE 09 indicates that Lea is in the 9th grade. symbol 110 \f "Wingdings" \s 8 \h PK-MILITARY-INDICATOR-CODE 0 indicates that John and Jane are not eligible for PK services under this option. symbol 110 \f "Wingdings" \s 8 \h ADA-ELIGIBILITY-CODE 1 indicates that John and Jane are both full-day eligible students. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 1 indicates that John and Jane are both limited English proficient. symbol 110 \f "Wingdings" \s 8 \h BILINGUAL-PROGRAM TYPE CODE 3 indicates that John was placed in the dual language immersion/two way special language program. symbol 110 \f "Wingdings" \s 8 \h ESL-PROGRAM-TYPE-CODE 1 indicates that Jane was placed in the English as a second language/content based special language program. symbol 110 \f "Wingdings" \s 8 \h HOME-LANGUAGE-CODE 01 indicates John and Janes home language is Spanish. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h AT-RISK-INDICATOR-CODE 1 indicates that John and Jane have been determined to be at risk of dropping out of school. symbol 110 \f "Wingdings" \s 8 \h PK-FOSTER-CARE-INDICATOR-CODE 0 indicates that John and Jane are not eligible for PK services under this option. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE 0 indicates that John and Jane do not participate in the gifted and talented program. symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-INDICATOR-CODE 0 indicates that John and Jane do not participate in the Title 1 Part A program. symbol 110 \f "Wingdings" \s 8 \h SPECIAL-ED-INDICATOR-CODE 0 indicates that John and Jane do not participate in the special education program. symbol 110 \f "Wingdings" \s 8 \h 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 CodeCoun-seling Services Ind CodeMedical Diag-nostic Serv Ind CodeOccupa-tional Therapy Ind CodeOrient Mobility Trng Ind CodePhysical Therapy Ind CodeE0173E0857E1040E0838E0840E0841E0843E0844E0845C035C095C174C088C088C088C088C088C088Columns 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 symbol 110 \f "Wingdings" \s 8 \h A 163 record must be reported for each student receiving special education services in your district. 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. Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible students receiving special education services. [See 19 TAC 89.63.] symbol 110 \f "Wingdings" \s 8 \h A PRIMARY-DISABILITY-CODE of Developmental Delay should only be reported for those students whose EARLY-CHILDHOOD-INTERV-IND-CODE is 1. "Developmental delay child" means a child who is determined by an inter-disciplinary team to exhibit: (A) a significant delay, beyond acceptable variations in normal development, in one or more of the following areas: (i) cognitive; (ii) gross or fine motor; (iii) language or speech; (iv) social or emotional; (v) self-help skills; or (B) an organic defect or a condition that is very likely to result in a delay in one or more of those capabilities or skills. [Texas Human Resources Code, Section 73.001(2).] symbol 110 \f "Wingdings" \s 8 \h TERTIARY-DISABILITY-CODE must be blank if SECONDARY-DISABILITY-CODE is blank. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE, SECONDARY-DISABILITY-CODE, and TERTIARY-DISABILITY-CODE must not match. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h A student should not be coded as multiply disabled on the 163 record 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. symbol 110 \f "Wingdings" \s 8 \h Noncategorical early childhood disability code 14 should be used only for students with disabilities ages 3 5. If a student with this disability code turns 6 after September 1, the district should conduct assessment/evaluation to determine an appropriate disability condition. symbol 110 \f "Wingdings" \s 8 \h For students eligible for special education services 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 (fatal edit 16322). symbol 110 \f "Wingdings" \s 8 \h A district is required by federal guidelines to maintain a listing which indicates the dates of the student's current full and individual evaluation and current IEP which correspond with the student's STUDENT-ID DATE-OF-BIRTH FIRST-NAME MIDDLE-NAME LAST-NAME SPECIAL-ED-INDICATOR-CODE PRIMARY-DISABILITY-CODE ADA-ELIGIBILITY-CODE, and CHILD-COUNT-FUNDING-TYPE-CODE as reported on the PEIMS fall snapshot date. This district listing will be used for monitoring and audit purposes. symbol 110 \f "Wingdings" \s 8 \h The following guidelines should be used in determining the CHILD-COUNT-FUNDING-TYPE-CODE for each special education student. Use code 0 for a student who does not meet requirements as specified for code 3. Use code 3 for a student eligible for IDEA-B funds as of the PEIMS fall snapshot date. Include eligible 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. Pursuant to 34 CFR 300.102(a)(3), students with disabilities who graduate under 19 TAC 89.1070(c) and return to school may not be counted on the IDEA Part B child count. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. PRESCHOOL PROGRAM FOR CHILDREN WITH DISABILITIES (PPCD) REPORTING REQUIREMENTS: All students receiving special education services who are ages 3 5, as of the PEIMS fall snapshot date, are participating in and must be coded as PPCD 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 olds in PPCD, the district 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.) PPCD includes students whose only special education service is speech therapy regardless of where the services are provided. PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE students previously coded 1, who are 6 years old as of the PEIMS snapshot date, should be coded 0 not receiving services, or condition or situation not applicable to this person or campus. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Report the INSTRUCTIONAL-SETTING-CODE used for determining the student's funding through the attendance accounting system. symbol 110 \f "Wingdings" \s 8 \h Although a warning message will be issued asking for verification in edit 16311 if the edit specifications are not met, a student with only a speech impairment may receive special education services in any instructional setting without receiving direct speech therapy. Such an instructional arrangement would need to be the recommendation of an ARD committee. In such circumstances the SPEECH-THERAPY-INDICATOR-CODE of 0 is to be used to indicate that the student is not receiving direct speech therapy. Regional Day School Program for the Deaf Reporting Requirements: symbol 110 \f "Wingdings" \s 8 \h PEIMS data must be reported for each student served by 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 usually includes students from more than one LEA. Note: The new 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. There are some Education Service Centers (ESC) that serve as RDSPD fiscal agents. symbol 110 \f "Wingdings" \s 8 \h Please note the following guidelines for the reporting of PEIMS data on RDSPD students: Only one district may report PEIMS data on RDSPD student. If there are sending and receiving districts involved, an agreement should be made between the two districts regarding which district will report PEIMS data. It is recommended that this agreement be in writing. It is also recommended that the RDSPD fiscal agent report PEIMS data for students served, except for itinerant students. Transportation Reporting Rules for RDSPD Students: symbol 110 \f "Wingdings" \s 8 \h Only one district may report transportation data in PEIMS for a RDSPD student. symbol 110 \f "Wingdings" \s 8 \h 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. 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 (see #3). 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. 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. Disability Criteria for Regional Day School for the Deaf Students: symbol 110 \f "Wingdings" \s 8 \h All students in the RDSPD must have a disabling condition of AI (03) (Auditory Impairment) as either their primary, secondary, or tertiary condition. This must reflect exactly what the ARD/IEP states. symbol 110 \f "Wingdings" \s 8 \h 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. See fatal edit 16322. Example Ima Student is a 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 CodeFillerCoun-seling Services Ind CodeMedical Diagnostic Serv Ind CodeFillerOccupa-tional Therapy Ind CodeOrient Mobility Trng Ind CodePhysical Therapy Ind CodeE0173E0857E1040E0838E0840E0841E0843E0844E0845C035C095C174C088C088C088C088C088C088Columns 30 - 31Column 32Columns 33 - 34Column 35Column 36Column 37Column 38Column 39Column 40Column 41Column 4243200001110 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 510000110 Explanation of 163 Record Layout symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE 06 indicates that Imas primary disability, as determined by the ARD Committee, is Mental Retardation. symbol 110 \f "Wingdings" \s 8 \h SECONDARY-DISABILITY-CODE 04 indicates that Imas secondary disability is Visual Impairment. symbol 110 \f "Wingdings" \s 8 \h TERTIARY-DISABILITY-CODE 01 indicates that Ima's tertiary disability is Orthopedic Impairment. symbol 110 \f "Wingdings" \s 8 \h MULTIPLY-DISABLED-INDICATOR-CODE 1 indicates that Ima has been determined Multiply Disabled by the ARD Committee. symbol 110 \f "Wingdings" \s 8 \h CHILD-COUNT-FUNDING-TYPE-CODE 3 indicates that Ima receives funding through IDEA-B monies. symbol 110 \f "Wingdings" \s 8 \h 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) symbol 110 \f "Wingdings" \s 8 \h REG-DAY-SCH-PROG-DEAF-CODE is 0, since Ima is not served through a regional day school for the deaf. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h SPEECH-THERAPY-INDICATOR-CODE 2 indicates that Ima receives speech therapy. symbol 110 \f "Wingdings" \s 8 \h INTERPRETING-SERVICES-TYPE-CODE 00 indicates that Ima does not receive this service. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h A 169 record must be reported for each student enrolled in a state-approved career and technical course or a tech prep program. This does not include adults enrolled in vocational education courses. symbol 110 \f "Wingdings" \s 8 \h Displaced-Homemaker-Code indicates that the Career and Technical Education student has worked primarily without remuneration to care for a home and family, and for that reason has diminished marketable skills; or 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. 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 24169999999111110000000169999999222220000021169999999333330000170 Explanation of 169 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h SGL-PARENT-PREG-TEEN-CODE 2 indicates that Jane is a single parent enrolled in a Career and Technical Education course. symbol 110 \f "Wingdings" \s 8 \h SGL-PARENT-PREG-TEEN-CODE 7 indicates that Ima is a pregnant teenager enrolled in a Career and Technical Education course. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h A separate 170 record must be reported for every career and technical course in which a student is enrolled in grades 6-12. 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 record it should be reported, even if no contact hours are allowed. Although some courses may not be eligible for weighted state career and technical funding, all state-approved courses should be reported on the 170 record. symbol 110 \f "Wingdings" \s 8 \h A CTE Tech-Prep program: 1. 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; 2. integrates academic, and career and technical instruction, and utilizes work-based learning where appropriate and available; 3. 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; 4. 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; 5. leads to an associate or a baccalaureate degree, a two-year postsecondary certificate in a specific career field; and 6. leads to placement in appropriate employment or to further education. Allowable Uses of Career and Technical Education SERVICE-IDs on Code Table C022, by Asterisk Indicator Number of Asterisks Associated with SERVICE-IDs on Code Table C022090 Teacher Record170 Student Record410 or 510 Attendance Record (for weighted funding) 415 Course Completion Record* (Grade 9-12 CTE courses with no WBL component)XXX (If ADA eligibility requirements are met)X** (Grade 6-8 or 7-8 CTE courses)XXX (If course is CTE for the Disabled)X Additional information regarding Career and Technical Education Tech Prep programs is located at  HYPERLINK "http://www.techpreptexas.org" http://www.techpreptexas.org. Additional information regarding Career and Technical Education Advanced Technical Credit is located at  HYPERLINK "http://www.atctexas.org" http://www.atctexas.org. 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 - 801709999998880000891220221017099999988800008912362640 Explanation of 170 Record Layout symbol 110 \f "Wingdings" \s 8 \h SERVICE-ID 12202210 indicates that Jake is enrolled in Individual and Family Life. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h 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 record; a 100, 101, and 110 record; a 100, 101, 203 record; or a 100, 101, 110, and 203 record. 203 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 reenroll 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 record unless the student is identified by as (1) having earned a GED certificate at a Texas examination site by August 31st, (2) enrolled in another Texas public school district within the school-start window, or (3) accounted for by other state reconciliation processes. Students in grades EE-6 in the prior school year are never reported on 203 records. symbol 110 \f "Wingdings" \s 8 \h The school-start window extends from the first day of school through the last Friday in September. symbol 110 \f "Wingdings" \s 8 \h A 203 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 not enrolled on the PEIMS as-of date are reported through a 100 and 101 record. Students enrolled on the PEIMS as-of date are reported through 100, 101, and 110 records. See AS-OF-STATUS-CODE below. symbol 110 \f "Wingdings" \s 8 \h Leaver records are submitted for students who left the district before the end of the school year, did not return in the same year, and did not return in the fall in the school-start window except for (1) students considered school-year movers because they enrolled in other Texas public school districts; (2) students found by to have earned GED certificates at Texas examination sites by August 31st; and (3) students accounted for through other state reconciliation processes. symbol 110 \f "Wingdings" \s 8 \h Leaver records are submitted for students who finished the school year and did not return in the fall within the school-start window except for (1) students considered summertime movers because they enroll in other Texas public school districts in the school-start window of the next school year; (2) students identified by to have earned GED certificates at Texas examination sites by August 31st; and (3) students accounted for through other state reconciliation processes. symbol 110 \f "Wingdings" \s 8 \h Leaver records are not submitted for students who enroll in other Texas public school districts, students who obtain GED certificates at Texas examination sites by August 31st, and students accounted for through other state reconciliation processes. symbol 110 \f "Wingdings" \s 8 \h E1002, 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. symbol 110 \f "Wingdings" \s 8 \h 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 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. Submit the previous year's CAMPUS-ID even if the campus is closed in the current year. See C162, LEAVER-REASON-CODE, for a complete list of leaver reasons. AS-OF-STATUS-CODEs B, D, and F are used by 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 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 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 publishes enrollment counts by district. symbol 110 \f "Wingdings" \s 8 \h C162, LEAVER-REASON-CODE, is footnoted to indicate codes that exclude students from being counted as dropouts in the state accountability system. symbol 110 \f "Wingdings" \s 8 \h Submission of the 100, 101, and 203 records is determined by the students enrollment status within the school-start window and on the fall as-of date. symbol 110 \f "Wingdings" \s 8 \h The chart below indicates the coding required for prior year grade 7-12 students based on prior year and current year student enrollment statuses. References to the code on the 101 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 year 100101110203NoYesYesYesBYesYesYesNoYesYesNoCYesYesNoYesNoYesFYesYesYesNoYesNoNoGYesYesYesYesYesYesBYesYesYesYesYesYesNoCYesYesYesYesNoYesDYesYesYesYesNoYesYesNoYesDYesYesYesOptionalYesYesYesNoNoEYesYesYesNoYesYesNoNoEYesYesOptionalYesYesNoNoNoAYesYesYesNo symbol 110 \f "Wingdings" \s 8 \h On C162, LEAVER-REASON-CODE, "student withdrew from/left school" refers to students who officially withdrew from school (completed withdrawal forms, returned textbooks, etc.) and students who simply quit coming to school. symbol 110 \f "Wingdings" \s 8 \h Appendix D provides an expanded definition and specific guidelines on acceptable documentation for each of the leaver reason codes listed in C162, LEAVER-REASON-CODE. symbol 110 \f "Wingdings" \s 8 \h 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 record. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h In some cases, a CAMPUS-ID-OF-ACCOUNTABILITY will either be assigned or reported for a student in the prior year attendance data that is different from the CAMPUS-ID reported on the 203 record. See CAMPUS-ID-OF-ACCOUNTABILITY DETERMINATION in the 101 record discussion. symbol 110 \f "Wingdings" \s 8 \h A 100 and 101 record must be reported along with each 203 record. symbol 110 \f "Wingdings" \s 8 \h Districts must use the SSN or state-approved alternative ID numbers when reporting school leavers. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h If there has been a change to the student's basic demographic and identification data elements since the last PEIMS data submission, refer to the instructions about the use of the DEMOGRAPHIC-REVISION-CONFIRMATION-CODE in the Record Type 101 discussion. symbol 110 \f "Wingdings" \s 8 \h 203 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 website at  HYPERLINK "http://www.tea.state.tx.us/curriculum/ugr.html" http://www.tea.state.tx.us/curriculum/ugr.html. CAMPUS-ID is the campus where the student was enrolled at the time of graduation. symbol 110 \f "Wingdings" \s 8 \h Students who complete a GED program are not reported as graduates. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Students reported with a LEAVER-REASON-CODE of 01 must also have valid entries for DATE-OF-GRADUATION and GRADUATION-TYPE-CODE. symbol 110 \f "Wingdings" \s 8 \h School districts that do not serve all grade levels, such as K-8 districts, will not use the 203 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. symbol 110 \f "Wingdings" \s 8 \h TEXAS SCHOOL FOR THE DEAF (TSD) AND THE TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED (TSBVI): Students moving to the TSD or the TSBVI or from these entities should be treated as any other student move between districts and are not reported on the 203 record. Students leaving TSD or TSBVI for other reasons should be assigned the LEAVER-REASON-CODE(s) appropriate to the circumstances surrounding the departure(s). 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 Codes1998-1999, 1999-2000, 2000-2001TAC 74.11 TAC 89.1070 (b) (1)Minimum General Education and Special Education13TAC 74.12 TAC 89.1070 (b) (1)RecommendedGeneral Education and Special Education15TAC 74.13 TAC 89.1070 (b) (1)DistinguishedGeneral Education and Special Education172001-2002, 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 (c)(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 (c)(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 (c)(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 (d)Completion of IEP and reached age 22.General EducationNot applicableSpecial Education07 This chart applies only to students receiving special education services graduating under TAC 89.1070 (c) or (d) (or earlier similar rules) 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 89.1070(c) or (d). Students receiving special education services, who meet the requirements under TAC 89.1070 (c) or (d) 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. 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 - 80203999999S0000456799999902198203999999S0000678999999903098 Explanation of 203 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 999999 for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID is S00004567 for the first student. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID 999999021 indicates Batesville High School. symbol 110 \f "Wingdings" \s 8 \h LEAVER-REASON-CODE 98 indicates that the students left school for reasons not covered by any other LEAVER-REASON-CODE. symbol 110 \f "Wingdings" \s 8 \h 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 - 8099999900078004599999902101052008212039999990007800459999990210105200822 Explanation of 203 Record Layout symbol 110 \f "Wingdings" \s 8 \h DISTRICT-ID is 999999 for Learning ISD. symbol 110 \f "Wingdings" \s 8 \h STUDENT-ID is 000780045 for the first student. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID 999999021 indicates Batesville High School. symbol 110 \f "Wingdings" \s 8 \h LEAVER-REASON-CODE 01 indicates these students graduated. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-GRADUATION is May, 2007. symbol 110 \f "Wingdings" \s 8 \h GRADUATION-TYPE-CODE 21 indicates graduation under the minimum high school program. symbol 110 \f "Wingdings" \s 8 \h GRADUATION-TYPE-CODE 22 indicates graduation under the recommended high school program. 300 COURSE SECTION DATA CAMPUS 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 - 80300300 Purpose Information from the 300 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. General symbol 110 \f "Wingdings" \s 8 \h One record must be submitted in collection 3 for each unique class (course section) that was offered during the school year. Report all courses offered through a campus regardless of the method of 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 this record. symbol 110 \f "Wingdings" \s 8 \h CLASS-ID-NUMBER identifies a unique course section. CLASS-ID-NUMBER must be unique by school year, CAMPUS-ID, and SERVICE-ID. CLASS_ID_NUMBER must be unique such that multiple teachers can be linked to a single course section through the Teacher Assignment Records and students enrolled in a unique course section can be identified by the CLASS_ID_NUMBER on the Course Completion Record. symbol 110 \f "Wingdings" \s 8 \h Do not include courses with SERVICE-IDs that begin with SA, SR, SS, 01, 8, or 9. symbol 110 \f "Wingdings" \s 8 \h CLASS-PERIOD is the class period identifier that illustrates the time of the school day that a particular class was offered. symbol 110 \f "Wingdings" \s 8 \h The COURSE-SEQUENCE-CODE identifies how the course was taught to the student during the school year. symbol 110 \f "Wingdings" \s 8 \h The NON-CAMPUS-BASED-INSTRUCTION-CODE 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. Examples include but are not limited to college based instruction, non-district teacher, non-campus teacher, internet based instruction, electronic Course Pilot (eCP), and Texas Virtual School Network (TxVSN). 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs 00000000000001 00000000000032 indicate the unique numbers assigned to each course that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h CLASS-PERIODs 01 08 indicate the point in time on the class schedule that a course was offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. symbol 110 \f "Wingdings" \s 8 \h 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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 Explanation of 300 Record Layout symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs 00000000000001 00000000000018 indicates the unique numbers assigned to each course that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h CLASS-PERIODs 01 06 indicate the point in time on the class schedule that a course was offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. symbol 110 \f "Wingdings" \s 8 \h 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 08A00 Explanation of 300 Record Layout symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs 00000000000001 00000000000016 indicate the unique numbers assigned to each course that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h CLASS-PERIODs 01 08 indicate the point in time on the class schedule that a course was offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. symbol 110 \f "Wingdings" \s 8 \h 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 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h CLASS-PERIODs 01 07 indicate the point in time on the class schedule that a course was offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 0 indicates that the course is a one semester course. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 1 indicates that the course is the first part of a two part course. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 2 indicates that the course is the second part of a two part course. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h NON-CAMPUS-BASED-INSTRUCTION-CODE 02 indicates that the course was taught as an Electronic or Internet Based Course. 305 STAFF DATA CHER 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 Purpose Information from 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. General The information for the 305 Teacher Class Assignment record is required to be tracked and reported beginning with the last Friday in October of each school year. Minimum Reporting Standards for the 2010-2011 School Year For the 2010 - 2011 school year, districts and charter schools will be permitted to only report the last Teacher of Record for a particular class. For the 2010 - 2011 school year, districts and charter schools will be permitted to only report the first date and the last date that a class met as the ASSIGNMENT-BEGIN-DATE and the ASSIGNMENT-END-DATE. For example, if the Teacher of Record only taught the class for the last four weeks of an 18 week class, then just that last Teacher of Record could be reported on a 305 record with an ASSIGNMENT-BEGIN-DATE of the first date the class began, and an ASSIGNMENT-END-DATE of the last date the class met. If the schools software is capable of reporting any additional Teachers of Record associated with a class, and/or the exact ASSIGNMENT-BEGIN-DATEs and the ASSIGNMENT-END-DATEs associated with the teachers for a particular class, and the school district or charter school wants to report this level of detail, will accept this additional information during the 2010-2011 school year submission. Locally developed courses such as the special education 9XXXXXXX series and the locally developed 8XXXXXXX series courses are not reported. Early Notice of Minimum Reporting Standards for the 2011-2012 School Year For the 2011 - 2012 school year, districts and charter schools will be required to report all Teachers of Record for a particular class. If more than one Teacher of Record is assigned to a class during the duration of the class, than all Teachers of Record must be reported on a 305 record. For the 2011 - 2012 school year, districts and charter schools will be required to report the actual ASSIGNMENT-BEGIN-DATEs and the ASSIGNMENT-END-DATEs for each Teacher of Record associated with a particular class. 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. Locally developed courses such as the special education 9XXXXXXX series and the locally developed 8XXXXXXX series courses are not reported. Role ID symbol 110 \f "Wingdings" \s 8 \h For the 305 record, the only staff reported are those with ROLE-IDs 087 and 047. All other roles are not reported on this record. symbol 110 \f "Wingdings" \s 8 \h CLASS-ROLE identifies the role served by a teacher in a class. The teacher is either a Teacher of Record, Assistant Teacher, or a Support Teacher. symbol 110 \f "Wingdings" \s 8 \h The COURSE-SEQUENCE-CODE identifies how the course was taught to the student during the school year. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Do not include courses with SERVICE-IDs that begin with SA, SR, SS, 01, 8, or 9. symbol 110 \f "Wingdings" \s 8 \h The ASSIGNMENT-BEGIN-DATE identifies the first date a teacher was assigned to a class in the current school year. symbol 110 \f "Wingdings" \s 8 \h The ASSIGNMENT-END-DATE identifies the last date a teacher was assigned to a class in the current school year. 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 - 8001010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011 Explanation of 305 Record Layout symbol 110 \f "Wingdings" \s 8 \h ROLE-ID 087 indicates that this staff person is a teacher. symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs 00000000000001 00000000000013 indicates the unique numbers assigned to each class that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. symbol 110 \f "Wingdings" \s 8 \h POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. symbol 110 \f "Wingdings" \s 8 \h CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. symbol 110 \f "Wingdings" \s 8 \h ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. symbol 110 \f "Wingdings" \s 8 \h 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 - 73010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011 Explanation of 305 Record Layout symbol 110 \f "Wingdings" \s 8 \h ROLE-ID 087 indicates that this staff person is a teacher. symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs 00000000000001 00000000000024 indicates the unique numbers assigned to each class that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. symbol 110 \f "Wingdings" \s 8 \h POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. symbol 110 \f "Wingdings" \s 8 \h CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. symbol 110 \f "Wingdings" \s 8 \h ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. symbol 110 \f "Wingdings" \s 8 \h 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 - 73010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011010108232010060320110101082320100603201101010823201006032011 Explanation of 305 Record Layout symbol 110 \f "Wingdings" \s 8 \h ROLE-ID 087 indicates that this staff person is a teacher. symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs 00000000000001 00000000000012 indicates the unique numbers assigned to each class that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE A indicates that these non-high school courses are taught in a year long format. symbol 110 \f "Wingdings" \s 8 \h POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. symbol 110 \f "Wingdings" \s 8 \h CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. symbol 110 \f "Wingdings" \s 8 \h ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. symbol 110 \f "Wingdings" \s 8 \h 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 53FALLSEMESTER30511111100012345611111100108703220100000000000000011305111111123004567111111001087032201000000000000000213051111110002345671111110010870310050000000000000003130511111123400567811111100108703100500000000000000041305111111000345678111111001087030102000000000000000513051111113450067891111110010870301020000000000000006130511111100045678911111100108703320100000000000000071305111111456007890111111001087033201000000000000000813051111110005678901111110010870382010100000000000009130511111100067890111111100108703440100000000000000101305111111000789012111111001087031501000000000000001113051111110008901231111110010870315050000000000000012130511111100090123411111100108703150900000000000000131305111111111002345111111001087035001000000000000001413051111112220034561111110010870383010000000000000015130511111144400567811111100108703810100000000000000160SPRINGSEMESTER30511111100012345611111100108703220100000000000000172305111111123004567111111001087032201000000000000001823051111110002345671111110010870310050000000000000019230511111123400567811111100108703100500000000000000202305111111000345678111111001087030102000000000000002123051111113450067891111110010870301020000000000000022230511111100045678911111100108703320100000000000000232305111111456007890111111001087033201000000000000002423051111110005678901111110010870382010100000000000025230511111100067890111111100108703440100000000000000262305111111000789012111111001087031501000000000000002723051111110008901231111110010870315050000000000000028230511111100090123411111100108703150900000000000000292305111111111002345111111001087035001000000000000003023051111112220034561111110010870383010000000000000031230511111144400567811111100108703810100000000000000320 Populati-on Served CodeClass RoleAssign-ment Begin DateAssign-ment End DateE0747E1067E1065E1066C030C180Columns 54- 55Columns 56 - 57Columns 58 - 65Columns 66 - 730101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010823201012172010010108232010121720100101082320101217201001010103201106032011010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011010101032011060320110101010320110603201101010103201106032011 Explanation of 305 Record Layout symbol 110 \f "Wingdings" \s 8 \h ROLE-ID 087 indicates that this staff person is a teacher. symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs 00000000000001 00000000000034 indicates the unique numbers assigned to each course that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 0 indicates that the course is a one semester course. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 1 indicates that the course is the first part of a two part course. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 2 indicates that the course is the second part of a two part course. symbol 110 \f "Wingdings" \s 8 \h POPULATION-SERVED-CODE 01 indicates the class was designed for regular students. symbol 110 \f "Wingdings" \s 8 \h CLASS-ROLE 01 indicates the teacher was the primary teacher or teacher of record for this class. symbol 110 \f "Wingdings" \s 8 \h ASSIGNMENT-BEGIN-DATE 08232010 indicates that the teacher began the course on August 23, 2010. symbol 110 \f "Wingdings" \s 8 \h ASSIGNMENT-BEGIN-DATE 01032011 indicates that the teacher began the course on January 3, 2011. symbol 110 \f "Wingdings" \s 8 \h ASSIGNMENT-END-DATE 12172010 indicates that the teacher ended the course on December 17, 2010. symbol 110 \f "Wingdings" \s 8 \h ASSIGNMENT-END-DATE 06032011 indicates that the teacher ended the course on June 3, 2011. 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 IDPEP Indicator CodePrimary Disability CodeMultiply Disabled Indicator CodeE0937E0938E0939E0940E0034E0923E1012E0041E0882C088C088C053C088Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 72Column 73 LEP Indicator CodeFillerE0790C061Column 74Columns 75 - 80 symbol 110 \f "Wingdings" \s 8 \h Refer to the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook for requirements for attendance, special program eligibility, and audit concerns. Rules for the collection of all the data required on the 400, 405 and 410 records are addressed in the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Handbook. symbol 110 \f "Wingdings" \s 8 \h Submission 3 is for all six six-week reporting periods. symbol 110 \f "Wingdings" \s 8 \h Regardless of the structure of the actual instructional calendar, the full school year (usually 180 days) for each instructional track offered by the district must be reported in six approximately equal reporting periods. symbol 110 \f "Wingdings" \s 8 \h All schools must submit attendance data by the required reporting date. If the school year for a particular school/track has not ended when the submission is due, report the actual number of instructional days completed so far. Include the completed attendance data for the entire school year with the resubmission. Districts with year-round programs that end after the reporting date will be permitted to delay their one resubmission, as specified in the resubmission policy. symbol 110 \f "Wingdings" \s 8 \h There must be at least one 400 record for each student who was enrolled for at least two hours for one or more days within the indicated reporting period. Students enrolled for less than two hours per day are not counted in membership and are not reported on the 400 record. symbol 110 \f "Wingdings" \s 8 \h Students who attend more than one grade, track, or campus during a specific reporting period will have one 400 record for each grade, track or campus. 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 prekindergarten or kindergarten as the grade level, as appropriate. Such students must not have two 400 records for each grade level. Do not report them as EE for a half-day and PK or K for a half-day. symbol 110 \f "Wingdings" \s 8 \h There must be a matching 400 record for each 405 and 410 record. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE differentiates instructional tracks within the same campus. Each differing instructional calendar on a campus must be assigned a unique INSTRUCTIONAL-TRACK-INDICATOR-CODE (0-9). It is recommended that campuses begin with code 0, and follow in sequence. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE identifies the six-week reporting period. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is the actual number of instructional days in the school/track calendar for a specific reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All the students in a particular school/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. symbol 110 \f "Wingdings" \s 8 \h Campuses which offer different calendars are considered to have more than one instructional track. Example: A campus that waives days of instruction for grades three and five will report an INSTRUCTIONAL-TRACK-INDICATOR-CODE of "0" for students in grades kindergarten through two and four, and an INSTRUCTIONAL-TRACK-INDICATOR-CODE of "1" (different calendar) for grades three and five. symbol 110 \f "Wingdings" \s 8 \h The "total days" reported for each data element on the 400 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 record is required and the total days for each data element are reported. symbol 110 \f "Wingdings" \s 8 \h Days may be reported only in whole days or half days. The "total days" reported for students in half-day programs, such as prekindergarten, cannot be more than half of the "number of days taught" for that reporting period. symbol 110 \f "Wingdings" \s 8 \h The prekindergarten program is only funded for half-day attendance. The only time a prekindergarten student may earn a full day of attendance is when the eligible student is also served in special education for the other half of the day. symbol 110 \f "Wingdings" \s 8 \h The sum of TOTAL-DAYS-ABSENT and TOTAL-ELIGIBLE-DAYS-PRESENT is usually not more than 180 for any student. symbol 110 \f "Wingdings" \s 8 \h Eligible days and Ineligible days may be reported on the same 400 record. symbol 110 \f "Wingdings" \s 8 \h Do not create a 400 record for students in GRADE-LEVEL-CODE EE who are not served through the special education program at least two hours each day. symbol 110 \f "Wingdings" \s 8 \h Students in GRADE-LEVEL-CODE EE cannot report days in Bilingual/ESL. symbol 110 \f "Wingdings" \s 8 \h Students in grades EE through 03 should not have days reported in Pregnancy Related Services. symbol 110 \f "Wingdings" \s 8 \h Do not create a 400 record for a student who was not in attendance during the reporting period indicated. symbol 110 \f "Wingdings" \s 8 \h Report 400 records only for those students who are in membership in the district. In order to be counted in membership, a student must be enrolled for at least two hours per day. symbol 110 \f "Wingdings" \s 8 \h 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 program during a reporting period, he or she is shown with a "0" code in the subsequent period, unless he or she returns to the G/T program during the subsequent period. PEP AND PRS BUSINESS RULES AND REPORTING REQUIREMENTS: symbol 110 \f "Wingdings" \s 8 \h Only female students who meet the eligibility requirements for Pregnancy Related Services (pregnant or in the postpartum period) and are receiving these services from the district may be reported on the 400 record. symbol 110 \f "Wingdings" \s 8 \h The Pregnancy, Education, and Parenting (PEP) program is a state funded competitive grant that provides services to pregnant and parenting students. It is described in TEC 29.085, and is separate from the Pregnancy Related Services (PRS) program. Both males and females can participate in the PEP program. For a listing of currently funded Pregnancy Education and Parenting (PEP) Grant Districts visit the PEP webpage on the website at the following URL:  HYPERLINK "http://www.tea.state.tx.us/pep/contacts.html" http://www.tea.state.tx.us/pep/contacts.html It is the responsibility of the Districts PEP Program staff to determine program eligibility of participating students. PEP Program Staff are responsible for providing to PEIMS staff a listing of all eligible participants (based on a district defined schedule). PEIMS staff must provide PEP program staff with edit+ reports for data verification purposes in preparation for the PEIMS summer submission. symbol 110 \f "Wingdings" \s 8 \h Male students are not eligible for pregnancy related services. Students receiving pregnancy related services may be incorrectly identified as male on various reports if their sex demographic (Male or Female) is incorrect in the PID. Demographic information for students on these reports is extracted from the PID, not from the district data; consequently, be sure this information is correct in PID. symbol 110 \f "Wingdings" \s 8 \h The LEP-INDICATOR-CODE must reflect LEP identification 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 record is to meet cumulative reporting requirements to the United States Department of Education (Title l, Part A). symbol 110 \f "Wingdings" \s 8 \h TEXAS SCHOOL FOR THE DEAF (TSD) AND THE TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED (TSBVI): Students who are enrolled in the TSD and the TSBVI will be shown in attendance (reported as TOTAL-INELIGIBLE-DAYS-PRESENT) for the period of time that they are in attendance at either school. Sending districts will report attendance data on these students for the period(s) of time during the school year that the student is in attendance at the sending district. 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 IDPEP Indicator CodePrimary Disability CodeE0937E0938E0939E0940E0034E0923E1012E0041C088C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 7202500250000002500000021904007 Multiply Disabled Indicator CodeLEP Indicator CodeE0882E0790C088C061Column 73Column 7400 Explanation of 400 Record Layout symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Tex attended the instructional track designated as track 0. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is 028 since there are 28 calendar days of instruction in the reporting period. symbol 110 \f "Wingdings" \s 8 \h GRADE-LEVEL-CODE 11 indicates that Tex is in the eleventh grade. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT 0030 indicates that Tex was absent for three days of this reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT is 0250 indicating that Tex was present for 25 days in this reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT 0250 indicates Tex was served through the bilingual/ESL program for the entire reporting period. Example #1 (continued) symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT 0250 indicates that Tex was eligible for mainstream ADA for the entire reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-INELIGIBLE-DAYS-PRESENT and TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT are both 0000 since these fields are not applicable to Tex. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE is 0 since this field is not applicable to Tex. symbol 110 \f "Wingdings" \s 8 \h PEP-INDICATOR-CODE is 0 since Tex is not in this program. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE 07 indicates that Texs primary disability, as determined by the admission, review and dismissal (ARD) committee, is emotional disturbance. symbol 110 \f "Wingdings" \s 8 \h MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Tex has not been determined multiply disabled by the ARD committee. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Tex has not been identified as limited English proficient by the LPAC. 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 IDPEP Indicator CodePrimary Disability CodeE0937E0938E0939E0940E0034E0923E1012E0041C088C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 7201000000000000001000000001000 Multiply Disabled Indicator CodeLEP Indicator CodeE0882E0790C088C061Column 73Column 7400Explanation of 400 Record Layout symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates that although Jane withdrew and re-entered she remained on the same track. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 032 indicates 32 calendar days of instruction in this reporting period. symbol 110 \f "Wingdings" \s 8 \h 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). symbol 110 \f "Wingdings" \s 8 \h 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). symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE is 1 since Jane is served in the gifted and talented program. symbol 110 \f "Wingdings" \s 8 \h PEP-INDICATOR-CODE is 0 since Jane is not served in this program. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE 00 indicates that Jane has not been determined by an admission, review and dismissal (ARD) committee to have a primary disability. symbol 110 \f "Wingdings" \s 8 \h MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Jane has not been determined by an ARD committee to be multiply disabled. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Jane has not been identified as limited English proficient by the LPAC. 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 IDPEP Indicator CodePrimary Disability CodeE0937E0938E0939E0940E0034E0923E1012E0041C088C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 720100000000900000000000100210600900000009000001000001002106 Multiply Disabled Indicator CodeLEP Indicator CodeE0882E0790C088C061Column 73Column 741010 Explanation of 400 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates Jane was enrolled at Learning High School. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Jane was enrolled in the track designated as track 0. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT is 0080 since Jane was absent eight days while in membership at this campus on this track during this reporting period. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999002 indicates Jane transferred to Blossom High School before the end of the reporting period. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 1 indicates Jane enrolled in the track designated as track 1. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT is 0050 since Jane was absent five days while in membership at this campus on this track during this reporting period. Example #3 (continued) symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT is 0090 since Jane was present and eligible for ADA for nine days of the reporting period. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE is 1 since Jane was also served through the gifted and talented program since transferring to Blossom High School. symbol 110 \f "Wingdings" \s 8 \h PEP-INDICATOR-CODE is 1 since Jane is served in the PEP program. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE 06 indicates that Jane's primary disability, as determined by the admission, review and dismissal (ARD) committee, is mental retardation. symbol 110 \f "Wingdings" \s 8 \h MULTIPLY-DISABLED-INDICATOR-CODE 1 indicates that Jane has been determined multiply disabled by the ARD committee. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Jane has not been identified as limited English proficient by the LPAC. 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 IDPEP Indicator CodePrimary Disability CodeE0937E0938E0939E0940E0034E0923E1012E0041C088C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 7200000000000000000000000907003 Multiply Disabled Indicator CodeLEP Indicator CodeE0882E0790C088C061Column 73Column 7401 Explanation of 400 Record Layout symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 1 indicates the first six-week reporting period. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is 030 since there are 30 days of instruction in the first reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT 0000 indicates that Tex was not absent during this reporting period. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE is 0 since special program funding is based on eligible attendance and all of Tex's attendance is ineligible. symbol 110 \f "Wingdings" \s 8 \h PEP-INDICATOR-CODE is 0 since Tex is not served in this program. Example #4 (continued) symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE 03 indicates that Tex's primary disability, as determined by the admission, review and dismissal (ARD) committee, is auditory impairment. symbol 110 \f "Wingdings" \s 8 \h MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Tex has not been determined multiply disabled by the ARD committee. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 1 indicates that Tex has been identified as limited English proficient by the LPAC. 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 IDPEP Indicator CodePrimary Disability CodeE0937E0938E0939E0940E0034E0923E1012E0041C088C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 720080000000000000000000992100102800000000000000000009921001 Multiply Disabled Indicator CodeLEP Indicator CodeE0882E0790C088C061Column 73Column 740000 Explanation of 400 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates Ima was enrolled at Learning High School. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Ima was enrolled in the track designated as track 0. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 1 indicates the first six-week reporting period of the traditional track. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 032 indicates there were 32 instructional days in this reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT 0030 indicates Ima was absent three times on this track during this reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT is 0080 since Ima was present and eligible for ADA for eight days of the reporting period. Example #5 (continued) symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates Ima was still enrolled at Learning High School. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 1 indicates Ima was enrolled in the track designated as track 1. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 032 indicates there were 32 instructional days in this reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT 0040 indicates Ima was absent four times on this track during this reporting period. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT is 0280 since Ima was present and eligible for ADA for 28 days of the reporting period. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE 01 indicates that Imas primary disability, as determined by the admission, review and dismissal (ARD) committee, is orthopedic impairment. symbol 110 \f "Wingdings" \s 8 \h MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Ima has not been determined multiply disabled by the ARD committee. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Ima has not been identified as limited English proficient by the LPAC. 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 IDPEP Indicator CodePrimary Disability CodeE0937E0938E0939E0940E0034E0923E1012E0041C088C088C053Columns 43 - 46Columns 47 - 50Columns 51 - 54Columns 55 - 58Column 59Column 60Columns 61 - 69Column 70Columns 71 - 7201800000000000001008 Multiply Disabled Indicator CodeLEP Indicator CodeE0882E0790C088C061Column 73Column 7400 Explanation of 400 Record Layout symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-IND-CODE 0 indicates the track designated as track 0. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 6 indicates this was the sixth reporting period. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is 024, indicating this reporting period contained 24 actual days of instruction. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE 1 indicates Houston was served in the GT program at least one day during the reporting period. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE 08 indicates that Houstons primary disability, as determined by the admission, review and dismissal (ARD) committee, is learning disability. symbol 110 \f "Wingdings" \s 8 \h MULTIPLY-DISABLED-INDICATOR-CODE 0 indicates that Houston has not been determined multiply disabled by the ARD committee. symbol 110 \f "Wingdings" \s 8 \h LEP-INDICATOR-CODE 0 indicates that Houston has not been identified as limited English proficient by the LPAC. 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 - 80 symbol 110 \f "Wingdings" \s 8 \h Refer to the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook for special education eligibility information and complete coding instructions. symbol 110 \f "Wingdings" \s 8 \h There must be a 405 record for each eligible student served through the special education program if the student is enrolled in the school attendance records for at least two hours each day (ADA eligible). Students who attend less than two hours per day or who are receiving special education services under an individualized services plan (private school students with disabilities) are not counted in membership and are not reported on the 405 record. symbol 110 \f "Wingdings" \s 8 \h For each student with a 405 record there must be a 400 record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is the actual number of instructional days in the school/track calendar for a specific reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All the students in a particular school/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. SPEECH THERAPY REPORTING REQUIREMENTS: The INSTRUCTIONAL-SETTING-CODE for speech therapy is 00. Students receiving speech therapy services should be reported on the 405 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 record unless exempted by other reporting requirements (such as ADA-ELIGIBILITY-CODE 0 students). symbol 110 \f "Wingdings" \s 8 \h Instructions for computing excess hours are found in the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook. symbol 110 \f "Wingdings" \s 8 \h Excess hours are not subtracted (reported) from speech unless there is no other special education service during the time excess hours are earned. symbol 110 \f "Wingdings" \s 8 \h A student who changes INSTRUCTIONAL-SETTING-CODEs during a reporting period may be reported on the same 405 record, unless the record key changes. symbol 110 \f "Wingdings" \s 8 \h A separate 405 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. symbol 110 \f "Wingdings" \s 8 \h Do not create a 405 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. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT are not reported on the 405 record. This information is reported on the 400 record. symbol 110 \f "Wingdings" \s 8 \h TEXAS SCHOOL FOR THE DEAF (TSD) AND THE TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED (TSBVI): While in attendance at the TSD and the TSBVI, these students are ADA ineligible and will not generate a 405 record. Reporting Regional day School Program for the Deaf Student Reporting Requirements symbol 110 \f "Wingdings" \s 8 \h 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 new 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. symbol 110 \f "Wingdings" \s 8 \h Regional Day School Program for the Deaf Students who are age and residence eligible and are in membership are reported with a 405 record with the REG-DAY-SCH-PROG-DEAF-CODE is reported as a 3. 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 - 73021000000000001000000 Explanation of 405 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING 0210 indicates Art was present and eligible for this instructional setting for 21 days in this reporting period. symbol 110 \f "Wingdings" \s 8 \h EXCESS-HOURS-IN-INSTRUCTIONAL-SETTING is 000000 since Art was not served through career and technical education. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 - 730240020616 Explanation of 405 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 - 730290000000 Explanation of 405 Record Layout symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 029 indicates this reporting period contained 29 days of instruction. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. 407 STUDENT DATA - OPTIONAL EXTENDED YEAR PROGRAM (OEYP) Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentGrade Level CodeOptional Extended Year Program Type Code Number Days TaughtTotal Days AbsentTotal Eligible Days PresentE0755E0212E0001E0782E0017E1014E0935E0036E0937C042C050C168Columns 1 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Column 30Columns 31 - 33Columns 34 - 37Columns 38 - 41407407 Local Student IDOEYP Promotion Retention Indicator CodeFillerE0923E1029C170Columns 42 - 50Columns 51 - 52Columns 53 - 80 symbol 110 \f "Wingdings" \s 8 \h Districts will report 407 records in an alternative/fourth submission only if the district served students through the Optional Extended Year Program (OEYP). symbol 110 \f "Wingdings" \s 8 \h A 100 and 101 record must be reported along with each 407 record. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT for OEYP students is the campus of enrollment during the regular school year, regardless of where the extended year service is actually provided. If a student is enrolled and served in the OEYP at more than one campus during the regular school year, then CAMPUS-ID-OF-ENROLLMENT on the 407 record must be the last campus of enrollment. Only one 407 record can be reported for a student. symbol 110 \f "Wingdings" \s 8 \h Districts must only report ADA-eligible students who attended the OEYP for at least one day. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT and TOTAL-DAYS-ABSENT must be reported in whole numbers only, i.e., the value for the field must always end in 0. symbol 110 \f "Wingdings" \s 8 \h For extended day students, the days fields do not refer to actual calendar days. They are four-hour increments that equal one day. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT must be less than or equal to 30, and refers to the number of days prescribed for each student served in the OEYP on the campus. NUMBER-DAYS-TAUGHT may be different for each student since districts have the flexibility to determine the length of instructional days necessary to meet the needs of students identified to participate in the OEYP. symbol 110 \f "Wingdings" \s 8 \h The OEYP must comply with TEC 29.082. A student identified by district policy as not likely to be promoted to the next grade level is eligible for OEYP services. A student promoted at the close of the regular school term is not eligible for OEYP summer services. If a student in grades K-11 is promoted to the next grade but fails in a specific foundation course or subject area, the student may take the failed foundation course or subject area in an OEYP. If the student is in grade 12 and has been identified as likely not to graduate before the beginning of the succeeding school year the student may be served in an OEYP. Therefore, student eligibility criteria are based on the criteria the school district uses for retention. Unless the district policy requires that students who do not pass TAAS or TAKS must be retained, TAAS or TAKS may not be used as the sole academic criteria for determining OEYP student eligibility. The purpose of the OEYP is to provide students with additional time to master the states challenging content standards and student performance standards. symbol 110 \f "Wingdings" \s 8 \h An OEYP may extend the day, the week (Saturdays), or the year (summer or intercession). The OEYP must be conducted beyond the required state mandated instructional days which may include intercessions for year-round programs. An extended day program may be implemented beyond the regular seven hour day and may not include tutorials or extended in-school day care. A tutorial program is not an acceptable instructional design for the OEYP. symbol 110 \f "Wingdings" \s 8 \h A district may not enroll more than 16 students in a class funded under the OEYP. Each class shall be taught by a teacher who has successfully completed a program that provides training to teach a class under the OEYP. The district must keep documentation to show how this requirement was met and be able to share this information with upon request. symbol 110 \f "Wingdings" \s 8 \h A districts OEYP funding is based on 10% of the districts at-risk population in grades K-12, as reported in PEIMS. More than 10% of a districts at-risk population may be served through the OEYP. symbol 110 \f "Wingdings" \s 8 \h The school district must incorporate effective instructional strategies into the design of the OEYP to ensure students are provided with skills needed to be successful in the following school year. A school district must continue to use innovative practices to ensure that students promoted after attending an OEYP are successful in school. symbol 110 \f "Wingdings" \s 8 \h Refer to Section III of the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook or access the website at  HYPERLINK "http://www.tea.state.tx.us/nclb" http://www.tea.state.tx.us/nclb for further OEYP information and instructions. symbol 110 \f "Wingdings" \s 8 \h For OEYP purposes, one day is equal to four hours of OEYP instructional service. symbol 110 \f "Wingdings" \s 8 \h Allowable aggregation of time in the OEYP components is described below. In the extended day component, a district may aggregate consecutive periods of time that are not less than 45 minutes in length. The total of the aggregated minutes will be divided by 60 minutes in order to determine the number of hours. Each 4-hour increment is considered one instructional day. The days fields must be reported as whole numbers. If a fraction is the result, the number will be rounded down to the nearest whole number. In the extended week component, a district may count sessions of 4 or more consecutive hours as one (1.0) day. Sessions of at least 2 hours but less than 4 consecutive hours constitute one-half (.5) day. Sessions of less than 2 consecutive hours may not be counted. Instruction in excess of 4 hours in a 24-hour period may not be aggregated to include any portion of an additional day. For example, 20 sessions consisting of 5 hours constitute 20.0 days. In the extended year component, a district may count sessions of 4 or more hours as one (1.0) day. Sessions of at least 2 hours but less than 4 hours will constitute one-half (.5) day. Sessions of less than 2 hours may not be counted. Instruction in excess of 4 hours in a 24-hour period may not be aggregated to include any portion of an additional day. For example, a 6-hour session will be counted as 1.0 day. symbol 110 \f "Wingdings" \s 8 \h OEYP-PROMOTION-RETENTION-INDICATOR-CODE indicates whether the OEYP student was promoted or retained. Example Anne Example (000224456) needs 50 hours of extended day OEYP services. Anne is served after school for 1 hour. Ima Student (234004567) needs 80 hours of extended day OEYP services. Ima is served after school for 50 minutes. Art Student (123890000) needs 10 days of extended year OEYP services. Art is served 5 hours per day in the summer. The attendance for Anne, Ima and Art is reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentGrade Level CodeOptional Extended Year Program Type Code Number Days TaughtTotal Days AbsentTotal Eligible Days PresentLocal Student IDE0755E0212E0001E0782E0017E1014E0935E0036E0937E0923C042C050C168Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 29Column 30Columns 31 - 33Columns 34 - 37Columns 38 - 41Columns 42 - 50407999999000224456999999101041012000001204079999992340045679999991010410160010015040799999912389000099999910104301000000100 OEYP Promotion Retention Indicator CodeFillerE1029C170Columns 51 - 52Columns 53 - 80010306 Explanation of 407 Record Layout symbol 110 \f "Wingdings" \s 8 \h OPTIONAL-EXTENDED-YEAR-PROGRAM-TYPE-CODE 1 indicates that Anne and Ima are served in the extended day component of the OEYP. symbol 110 \f "Wingdings" \s 8 \h OPTIONAL-EXTENDED-YEAR-PROGRAM-TYPE-CODE 3 indicates that Art is served in the extended year component of the OEYP. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 012 indicates that Anne was prescribed 12 days of instruction in the extended day program (50 days * 1 hour per day = 50 hours/4-hour increments = 12.5 days that round down to 12 days). symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 016 indicates that Ima was prescribed 16 days of instruction in the extended day program (80 days * 50 minutes per day = 4000 minutes/60 minutes = 66.67 hours/4-hour increments = 16.67 days that round down to 16 days). symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 010 indicates that Art was prescribed 10 days of instruction in the extended year program. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT 0000 indicates that Anne and Art were not absent. symbol 110 \f "Wingdings" \s 8 \h TOTAL-DAYS-ABSENT 0010 indicates that Ima was absent for 4 of her 50-minute sessions that equal 1 day according to local district policy. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT 0120 indicates that Anne was present 12 days. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT 0150 indicates that Ima was present 15 days. Example (continued) symbol 110 \f "Wingdings" \s 8 \h TOTAL-ELIGIBLE-DAYS-PRESENT 0100 indicates that Art was present 10 days. Time above 4 hours per day cannot be accumulated or carried over into the next day. symbol 110 \f "Wingdings" \s 8 \h OEYP-PROMOTION-RETENTION-INDICATOR-CODE 01 indicates that Anne was promoted to next grade level, and met both the 90% attendance and academic criteria for promotion. symbol 110 \f "Wingdings" \s 8 \h OEYP-PROMOTION-RETENTION-INDICATOR-CODE 03 indicates that Ima was promoted to next grade level, but the student did not meet the academic criteria for promotion. symbol 110 \f "Wingdings" \s 8 \h OEYP-PROMOTION-RETENTION-INDICATOR-CODE 06 indicates that Art was retained for reasons other than parental request. 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 symbol 110 \f "Wingdings" \s 8 \h Districts will report 408 records in an alternative/fourth submission only if the district served students through the Extended School Year (ESY) services program. symbol 110 \f "Wingdings" \s 8 \h A 100 and 101 record must be reported along with each 408 record. symbol 110 \f "Wingdings" \s 8 \h Refer to Section IV of the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook for ESY services eligibility and coding instructions. Section IV also contains the instructional setting code definitions. symbol 110 \f "Wingdings" \s 8 \h This record is reported only by those districts operating a special education ESY services program according to TEC 42.151(k). Each ESY services student must be recommended for ESY services by the ARD committee (as documented in the students IEP) based on the justification that, without participation in the ESY services program, the student may regress over the summer months. symbol 110 \f "Wingdings" \s 8 \h This record will collect actual contact hours, by the instructional setting code documented in the students IEPs, of special education students served in an ESY services program so that ESY services funding can be computed and distributed. Actual ESY contact hours are needed to fund the special education ESY services program. In order for a district to receive ESY services state funding, a 408 record must be reported for each special education student served in the ESY services program. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h The INSTRUCTIONAL-SETTING-CODE for speech therapy is 00, regardless of whether the student is also receiving services in another instructional setting. symbol 110 \f "Wingdings" \s 8 \h TOTAL-ESY-CONTACT-HRS-IN-INSTR-SETTING should be the number of actual contact hours each student was served in the ESY services program. The ESY services contact hours are counted in 30 minute increments. Increments of less than 30 minutes are not counted. symbol 110 \f "Wingdings" \s 8 \h Do not create a 408 record for students who did not participate in the special education ESY services program or who did not participate in special education during the regular school year. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT is the campus of enrollment during the regular school year. symbol 110 \f "Wingdings" \s 8 \h Districts must only report ADA eligible students. Example 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 - 50408999999000456089099999904107420650 Explanation of 408 Record Layout symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-SETTING-CODE 42 indicates that the ESY services were provided in the resource room instructional setting. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h Refer to the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook, Section V for Career and Technical Education (CTE) eligibility and complete coding instructions. symbol 110 \f "Wingdings" \s 8 \h There must be a 410 record for each eligible student enrolled in the attendance records for more than two hours per day and served by an approved vocational education program in your district. Districts who offer instruction in CTE courses that have not been approved for funding do not create a 410 record for students served in these courses. symbol 110 \f "Wingdings" \s 8 \h For each student with a 410 record, there must be a 400 record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is the actual number of instructional days in the school/track calendar for a specific reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All the students in a particular school/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. symbol 110 \f "Wingdings" \s 8 \h All of a student's CTE participation for a particular reporting period must be reported on the same 410 record, unless the record key changes. symbol 110 \f "Wingdings" \s 8 \h Students in grades 7 and 8 can only be reported for approved Career and Technical Education for the Disabled (CTED) courses. See the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook, Section V. symbol 110 \f "Wingdings" \s 8 \h Students in grades EE through 5 cannot have 410 records. symbol 110 \f "Wingdings" \s 8 \h Do not create a 410 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. symbol 110 \f "Wingdings" \s 8 \h Eligible half-day students can only earn one half day of attendance in the CTE program for each day the student is present. symbol 110 \f "Wingdings" \s 8 \h Time spent at a WBL training site is instructionally engaged time. Up to 120 minutes required time at a training station counts toward meeting full-time and half-time attendance requirements (Section V, HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook). symbol 110 \f "Wingdings" \s 8 \h To determine which CTE code (V1, V2, etc) is appropriate for block schedules, refer to Section V, of the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook. Allowable Uses of Career and Technical Education SERVICE-IDs on Code Table C022, by Asterisk Indicator Number of Asterisks Associated with SERVICE-IDs on Code Table C022090 Teacher Record170 Student Record410 or 510 Attendance Record (for weighted funding) 415 Course Completion Record* (Grade 9-12 CTE courses with no WBL component)XXX (If ADA eligibility requirements are met)X** (Grade 6-8 or 7-8 CTE courses)XXX (If course is CTE for the Disabled)X 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 - 80000000000000013000000150 Explanation of 410 Record Layout symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT 028 indicates there are 28 instructional days in this reporting period. symbol 110 \f "Wingdings" \s 8 \h ELIGIBLE-DAYS-PRESENT-V4 0130 indicates John took four hours of CTE courses for 13 days of this reporting period. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 - 80014000000000000000000000000001000000000000000000 Explanation of 410 Record Layout symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Art was enrolled in the track designated as track 0. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 4 indicates the fourth six-week reporting period of the traditional track. symbol 110 \f "Wingdings" \s 8 \h ELIGIBLE-DAYS-PRESENT-V1 0140 indicates Art took one hour of CTE courses for 14 days of this reporting period on this instructional track. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 3 indicates Art was enrolled in year-round track number three at Learning High School. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 4 indicates the fourth six-week reporting period of this year-round track. symbol 110 \f "Wingdings" \s 8 \h 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 - 80000000900000000000000000 Explanation of 410 Record Layout symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE 0 indicates Lea was enrolled on the track designated as track 0. symbol 110 \f "Wingdings" \s 8 \h NUMBER-OF-DAYS-TAUGHT 030 indicates there were 30 instructional days in this reporting period. symbol 110 \f "Wingdings" \s 8 \h 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 Course GradeFinal Course GradeFillerE1056E1069E1070E1068E1071E1075C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 74Columns 75 - 77Columns 78- 80 Purpose Information from the 415 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. This information is collected in Submission 3 only. General The information for the 415 Course Completion record is required to be tracked and reported beginning with the last Friday in October of each school year. symbol 110 \f "Wingdings" \s 8 \h There should be one 415 record for each student in membership in grades 1 through 12 that was enrolled in at least one course during the current school year. Courses that were completed in another district should not be reported. Multiple 415 records are used to report all of the course completion data for a student. Minimum Reporting Standards for the 2010-2011 School Year For the 2010 - 2011 school year, districts and charter schools will be permitted to only report the last classes that a student was enrolled in at the end of the semester. For example, if a student started a semester with Biology I and changed to a different course such as Theatre before the end of the semester, then only the Theatre course must be reported on a 415 record. For the 2010 - 2011 school year, districts and charter schools will be permitted to only report the first date and the last date that the class met as the STUDENT-BEGIN-DATE and the STUDENT-END-DATE. For example, if a student started a semester with Biology I and changed to a different course such as Theatre on November 1st, then only the Theatre course must be reported on a 415 record, and the STUDENT-BEGIN-DATE and the STUDENT-END-DATE would reflect the first day of the semester and the last day of the semester. If the schools software is capable of reporting all of the classes that a student participated in during the year along with the exact STUDENT-BEGIN-DATEs and the STUDENT-END-DATEs for each class, and the district or charter school wants to report this information, will accept this additional information for the 2010-2011 school year submission. Classes completed prior to the fall snapshot date should also be reported along with the classes completed after the fall snapshot date. Locally developed courses such as the special education 9XXXXXXX series and the locally developed 8XXXXXXX series courses are not reported. Early Notice of Minimum Reporting Standards for the 2011-2012 School Year For the 2011 - 2012 school year, districts and charter schools must report all courses attempted by a student as of the last Friday in October. For the 2011-2012 school year, the exact STUDENT-BEGIN-DATEs and the STUDENT-END-DATEs for each class in which the student is enrolled as of the Last Friday in October must be reported. For example, if a student started a semester with Biology I and changed to a different course such as Theatre on November 1st, then both the Biology I and the Theatre course must be reported on a 415 record along with the actual STUDENT-BEGIN-DATEs and the STUDENT-END-DATEs for each class. Classes completed prior to the fall snapshot date must also be reported along with the classes completed after the fall snapshot date. Locally developed courses such as the special education 9XXXXXXX series and the locally developed 8XXXXXXX series courses are not reported. symbol 110 \f "Wingdings" \s 8 \h The COURSE-SEQUENCE-CODE identifies how the course was taught to the student during the school year. symbol 110 \f "Wingdings" \s 8 \h COURSE-GRADE and FINAL-COURSE-GRADE are only reported for high school courses taken for high school transcript credit. symbol 110 \f "Wingdings" \s 8 \h Do not include audited courses or courses taken for local credit only. symbol 110 \f "Wingdings" \s 8 \h Do not include courses with SERVICE-IDs that begin with SA, SR, SS, 01, 8, or 9. symbol 110 \f "Wingdings" \s 8 \h If a student repeats a course during the year with different outcomes, each course completion is to be reported. symbol 110 \f "Wingdings" \s 8 \h The 415 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 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". symbol 110 \f "Wingdings" \s 8 \h CLASS-ID-NUMBER and SERVICE-ID identifies the unique number assigned to a particular course section at the campus level and must match a 300 Course Section record. symbol 110 \f "Wingdings" \s 8 \h STUDENT-BEGIN-DATE identifies the first date a student was assigned to the class in the current school year. symbol 110 \f "Wingdings" \s 8 \h STUDENT-END-DATE identifies the last date a student was assigned to the class in the current school year. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT is the campus number of the campus where the student was enrolled at the time the course was completed. symbol 110 \f "Wingdings" \s 8 \h A DUAL-CREDIT-INDICATOR-CODE of 1 is used only when a student is eligible to receive both high school and college credit for a SERVICE-ID listed in C022. AP courses taken at the high school are not to be reported as dual credit. symbol 110 \f "Wingdings" \s 8 \h The ATC-INDICATOR-CODE 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. symbol 110 \f "Wingdings" \s 8 \h Dual Credit courses are not to be reported as local or statewide articulated (ATC) credit. Likewise, ATC courses are not to be reported as dual credit courses. These rules are enforced by fatal edits Allowable Uses of Career and Technical Education SERVICE-IDs on Code Table C022, by Asterisk Indicator Number of Asterisks Associated with SERVICE-IDs on Code Table C022090 Teacher Record170 Student Record410 Attendance Record (for weighted funding) 415 Course Completion Record* (Grade 9-12 CTE courses with no WBL component)XXX (If ADA eligibility requirements are met)X** (Grade 6-8 or 7-8 CTE courses)XXX (If course is CTE for the Disabled)X symbol 110 \f "Wingdings" \s 8 \h Use the following chart to determine if a 415 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 courseNO9-12 course taken in grade below 9YESAudited courseNOTAKS Review 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)YESCourse completed at another districtNOCourse completed during the year, but student is no longer in this districtYES 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 Course GradeFinal Course GradeFillerE1056E1069E1070E1068E1071E1075C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 74Columns 75 - 77Columns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xplanation of 415 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 year long course. Note: Even though Billy did not stay until the end of the year, he received passing grades on his work through the end of the semester. 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. COURSE-GRADE and FINAL-COURSE-GRADE are blank because the student did not complete a high school course for high school credit. 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 IndicatorCourse GradeFinal Course GradeFillerE1056E1069E1070E1068E1071E1075C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 74Columns 75 - 77Columns 78 - 80000000000000050823201006032011100000000000015082320100603201110000000000002108232010060320111000000000000110823201006032011100000000000018082320100603201110000000000002408232010060320111 Explanation of 415 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. COURSE-GRADE and FINAL-COURSE-GRADE are blank because the student did not complete a high school course for high school credit. 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 IndicatorCourse GradeFinal Course GradeFillerE1056E1069E1070E1068E1071E1075C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 74Columns 75 - 77Columns 78 - 8000000000000001082320100603201110000000000000208232010060320111000000000000030823201006032011100000000000004082320100603201110000000000000508232010060320111000000000000060823201006032011100000000000007082320101217201000000000000000801032011060320111 Explanation of 415 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. COURSE-GRADE and FINAL-COURSE-GRADE are blank because the student did not complete a high school course for high school credit. 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 Course GradeFinal Course GradeFillerE1056E1069E1070E1068E1071E1075C088Columns 41 - 54Columns 55 - 62Columns 63 - 70Column 71Columns 72 - 74Columns 75 - 77Columns 78 - 800000000000000108232010121720101095000000000000040823201012172010109000000000000006082320101217201010650000000000000908232010121720101098000000000000110823201012172010110000000000000014082320101217201010890000000000001508232010121720101085085000000000000170103201106032011109009300000000000020010320110603201110930920000000000002201032011060320111075075000000000000250103201106032011108509300000000000029010320110603201111000950000000000003101032011060320111089087 Explanation of 415 Record Layout symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 0 indicates that the course is a one semester course. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 1 indicates that the course is the first part of a two part course. symbol 110 \f "Wingdings" \s 8 \h COURSE-SEQUENCE-CODE 2 indicates that the course is the second part of a two part course. symbol 110 \f "Wingdings" \s 8 \h PASS/FAIL-CREDIT-INDICATOR-CODE 01 indicates that the student passed the course and credit was received. symbol 110 \f "Wingdings" \s 8 \h PASS/FAIL-CREDIT-INDICATOR-CODE 02 indicates that the student failed the course and credit was not received (First occurrence this year). symbol 110 \f "Wingdings" \s 8 \h CLASS-ID NUMBERs as listed indicate the unique numbers assigned to each class that is offered to the students on the campus. symbol 110 \f "Wingdings" \s 8 \h STUDENT-BEGIN-DATE 08232010 indicates that the student began the course on August 23, 2010. symbol 110 \f "Wingdings" \s 8 \h STUDENT-END-DATE 12172010 indicates that the student finished the course on December 17, 2010. symbol 110 \f "Wingdings" \s 8 \h STUDENT-BEGIN-DATE 01032011 indicates that the student began the course on January 3, 2011. symbol 110 \f "Wingdings" \s 8 \h STUDENT-END-DATE 06032011 indicates that the student finished the course on June3, 2011. symbol 110 \f "Wingdings" \s 8 \h COURSE-COMPLETION-INDICATOR-CODE 1 indicates the student completed the course. symbol 110 \f "Wingdings" \s 8 \h COURSE-GRADEs as listed respectively indicate the course grades that the student earned for the courses taken for high school credit. symbol 110 \f "Wingdings" \s 8 \h FINAL-COURSE-GRADEs as listed indicate that the final average grades earned for each class. 425 DISCIPLINARY ACTION DATA - STUDENT Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 43425425 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityFillerE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 75Columns 76 - 80 symbol 110 \f "Wingdings" \s 8 \h 425 records are reported at the end of the current school year, and are a part of Submission 3. symbol 110 \f "Wingdings" \s 8 \h Refer to Appendix E for additional information related to discipline reporting that includes detailed definitions of DISCIPLINARY-ACTION-CODEs and DISCIPLINARY-ACTION-REASON-CODEs. symbol 110 \f "Wingdings" \s 8 \h 425 record data is 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. will maintain the privacy of this personally identifiable information in accordance with FERPA. symbol 110 \f "Wingdings" \s 8 \h Under TEC 37.008(m-1), failure to report all disciplinary removals and truancy actions as required by state and federal law may result in a review by the commissioner of education and notice to the local school board of any problems noted in the districts data, or a violation of a law or other rule. This review may also result in a notification to the county attorney, district attorney, criminal district attorney, as appropriate, and the attorney general. This provision can apply to missing, inaccurate, and/or falsified information/data. symbol 110 \f "Wingdings" \s 8 \h For purposes of discipline data reported to , 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. symbol 110 \f "Wingdings" \s 8 \h A PEIMS 425 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 records if removed from his 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 for the specific actions to be reported. For ISS and OSS, any removal of the student for less than a whole day will be reported as if it is a whole day with a value of at least 1(one) in the OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT and/or ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT fields. If the removal is for less than a whole day, then DISCIPLINARY-ACTION-CODEs 25 and/or 26 should be used to reflect the partial day assignments to either ISS or OSS. This also applies to consecutive or non-consecutive partial day assignments where the assignment is for more than one calendar day. 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 record where the OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT and/or ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT field should be reported with a value of 3.) TRUANCY: symbol 110 \f "Wingdings" \s 8 \h Truancy reporting is a federally mandated requirement under the NCLB. symbol 110 \f "Wingdings" \s 8 \h A 425 record on truancy can only be generated after the court has made a finding (disposition/order) of truancy. symbol 110 \f "Wingdings" \s 8 \h Filing charges with the court does not constitute truancy in and of itself. symbol 110 \f "Wingdings" \s 8 \h If a court hearing does not occur during the school year in which the truancy charges were filed a 425 record for truancy can not be generated during that school year. A 425 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. symbol 110 \f "Wingdings" \s 8 \h If a student withdraws from the district or is withdrawn by the district after truancy charges are filed and the court during the same school year issues a finding of truancy then the district is to report a 425 record using the date of withdrawal as the DATE-OF-DISCIPLINARY-ACTION. symbol 110 \f "Wingdings" \s 8 \h If a court hearing does not occur until the summer following the school year in which the truancy charges are filed a 425 record for truancy (if there is a finding of truancy by the court) will be reported the following school year (if the student re-enrolls in the district the following year) with the DATE-OF-DISCIPLINARY-ACTION being the first day of school. symbol 110 \f "Wingdings" \s 8 \h In cases where the school district files truancy proceedings against the parent(s) and the student for the same event if the court makes a finding (disposition/order) against both parent and student a 425 record is required for the student. Districts have the option of reporting both parent(s) and student truancy findings but must report the student and must use two different incident numbers. If truancy is only found against the parent and not the student then a 425 record must be reported on the findings against the parent(s). Finding or filing of truancy charges does not constitute a disciplinary assignment in and of itself. Any action by the district requiring removal from the regular classroom for truancy must be documented in the districts student code of conduct TEC 37.001. symbol 110 \f "Wingdings" \s 8 \h 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 and expulsion without placement in another educational setting. symbol 110 \f "Wingdings" \s 8 \h A single incident/offense may result in multiple disciplinary actions. In such cases, multiple 425 records must be reported for each action taken against a particular student for a particular incident/offense. See Example #2 of this section. symbol 110 \f "Wingdings" \s 8 \h 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 records for Campus 002. After Janice moved to Campus 005, she had DISCIPLINARY-ACTION-NUMBERs 001-004 reported on her 425 records for Campus 005. However, districts/campuses may choose any numbering sequence, as long as the same number is not repeated for a particular student at a particular campus. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODEs 01 through 04 should only be used when a student has been expelled. These codes should not be used for OSS, which are limited by law to three days or fewer. Similarly, these codes should not be used for DAEP placements not made in conjunction with an expulsion. When a student has been placed in a DAEP, but not expelled, DISCIPLINARY-ACTION-CODE 07 should be used. symbol 110 \f "Wingdings" \s 8 \h Note that DISCIPLINARY-ACTION-CODEs 01 through 04 refer to "formal expulsion hearings. This is because expulsion hearings under TEC, Section 37.009(f) are more formal than AEP placement or suspension "conferences." These formal expulsion hearings are one way to identify when a student has actually been expelled as opposed to suspended or placed in a DAEP. Also, a student may only be expelled for conduct listed under TEC, Section 37.007. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODEs 02 through 04 (expulsion with placement) apply when a student is expelled, but continues to receive services during the term of the expulsion. Again, these codes should not be used when a student has been placed in a DAEP, but has not been expelled. In counties where the population is over 125,000, state law requires that expelled students be placed in an alternative education setting of some type. Districts located in these counties usually place expelled students in a DAEP operated by the district or in a JJAEP operated by the district or by the juvenile board for the county. Other districts may voluntarily serve expelled students in alternative settings such as DAEPs. symbol 110 \f "Wingdings" \s 8 \h A 425 record is created if a student is placed in a JJAEP. However, once in the JJAEP, no further 425 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. symbol 110 \f "Wingdings" \s 8 \h ISS includes any disciplinary setting other than DAEP, JJAEP, or OSS. For Special Education students behavior management or behavior adjustment classes are not considered ISS programs as established by the ARD committee and are not considered ISS programs. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 13 may only be used when a Court order requires a student to attend the JJAEP independent of any action required to be taken by the school district and described in TEC Chapter 37. Do not use DISCIPLINARY-ACTION-CODE 13 for students that are incarcerated in either a jail or juvenile detention center. A term of incarceration does not constitute a removal by a school district. The DISCIPLINARY-ACTION-REASON-CODE for DISCIPLINARY-ACTION-CODE 13 should always be 21 because the district is reporting a court ordered placement for a behavior which the district either could not or would not have acted. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 14 may only be used when a Court order requires a student to attend a DAEP independent of any action required to be taken by the school district and described in TEC Chapter 37. Do not use DISCIPLINARY-ACTION-CODE 14 for students that are incarcerated in either a jail or juvenile detention center. A term of incarceration does not constitute a removal by a school district. The DISCIPLINARY-ACTION-REASON-CODE for DISCIPLINARY-ACTION-CODE 14 should always be 21 because the district is reporting a court ordered placement for a behavior which the district either could not or would not have acted. symbol 110 \f "Wingdings" \s 8 \h In accordance with TEC 37.005, under no circumstance may an OSS exceed (3) three days. If a student receives out-of-school suspension for a partial school day (even if for one class period), that partial day is considered one of the three total allowable out-of-school suspension days. symbol 110 \f "Wingdings" \s 8 \h For disciplinary removals of a student who is receiving special education and related services from the student's current educational placement, a change of placement occurs if the removal is for more than 10 consecutive days (CFR 300.530 - 300.536). The ARD committee that deals with the change of placement must review the student's IEP to detail the special education and related services to be administered to the student while he is removed for discipline reasons. Be careful not to confuse the 10-day change of placement requirement for special education purposes with the 1-day removal requirement for 425 record reporting purposes. A 425 record is required for all students who are receiving special education and related services and are removed from their regularly scheduled classes for one day or more. A change of placement occurs when the removal is for more than 10 consecutive days, and a change of placement may occur when the removal is for more than 10 cumulative days in a school year based on factors such as the length of each removal, the total amount of the time the child is removed, and the proximity of the removals to one another. An ARD committee must be involved when the removal or series of removals constitute a change in placement. symbol 110 \f "Wingdings" \s 8 \h 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 records for a given student. The same DISCIPLINARY-INCIDENT-NUMBER may also appear on the 425 records of more than one student. See Examples #1, #2, #3, and #5. 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. symbol 110 \f "Wingdings" \s 8 \h The use of DISCIPLINARY-ACTION-CODEs 50 - 61 should be rare. These codes are limited to those occasions when a Special Education hearing officer assigned by the has been brought in to preside over the Discipline Action Hearing. symbol 110 \f "Wingdings" \s 8 \h 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 show the reporting period in which the disciplinary assignment was ordered. symbol 110 \f "Wingdings" \s 8 \h 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 DISCIPLINARY-ACTION-CODES 08-12, 15, 55-59 or 61 are used when continuing a disciplinary assignment from a prior year or prior district. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 23, as authorized by TEC 37.019, allows for either emergency placement or emergency expulsion. The law states that immediate placement (Emergency Placement) of a student in an alternative program is allowed if the principal or principal's designee has a reasonable belief that the student is unruly, disruptive, or has abusive behavior that seriously interferes with a teacher's ability to communicate effectively with the students in a class, with the ability of the student's classmates to learn, or with the operation of a school or school-sponsored activity. The law also states that immediate expulsion (Emergency Expulsion) of a student is allowed if the principal or the principal's designee has a reasonable belief that immediate action is needed to protect persons or property from imminent harm. Thus, emergency action under TEC 37.019 should not be the only/final action taken. Code 23 allows for emergency action prior to the due process required under TEC 37.009. Within a reasonable time after the emergency action, due process must then be accorded the student. These two situations may overlap with other codes on the Disciplinary Action Code Table. However, the central focus of this code is the principal's decision to take immediate action in an emergency situation that cannot wait for due process to occur. This code should not be used on a routine basis, only for emergency situations. symbol 110 \f "Wingdings" \s 8 \h Multiple violations are sometimes committed in the course of one disciplinary event. When completing a 425 record, the district should report only the violations DISCIPLINARY-ACTION-REASON-CODE(s) for which disciplinary action(s) DISCIPLINARY-ACTION-CODE(s) are taken. If actions are only taken for the most serious violation, then only one DISCIPLINARY-INCIDENT-NUMBER should be entered on a 425 record when reporting the DISCIPLINARY-ACTION-REASON-CODEs and DISCIPLINARY-ACTION-CODEs. If the district takes disciplinary action on each violation that occurred during one disciplinary event, the district should enter a new DISCIPLINARY-INCIDENT-NUMBER for each separate DISCIPLINARY-ACTION-REASON-CODE (violation) being reported. symbol 110 \f "Wingdings" \s 8 \h If a student is involved in a reportable disciplinary incident, and the student attempts to withdraw from school before the disciplinary assignment is made, the district/school should complete the due-process proceedings that result in a disciplinary assignment before the student is allowed to withdraw and then the district is required to report the 425 record reflecting that assignment in order to remain in compliance with TEC 37.009. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT must indicate the campus on which the student was enrolled when the disciplinary violation occurred. For all continuation assignments, the CAMPUS-ID-OF-ENROLLMENT must be the campus at which the student is enrolled (PEIMS 400 Record) for instructional services. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY should indicate the regular campus on which the student was enrolled when the disciplinary violation/action occurred. 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 record. 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 record. 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 record. 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. A JJAEP can never be the CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY because once the student has been expelled to a JJAEP; no further 425 records are reported for disciplinary actions that occur while the student is in the JJAEP. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-RESPONSIBILITY will identify the campus that is the owner of the students accountability. For most 425 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. symbol 110 \f "Wingdings" \s 8 \h Refer to Example #2 for instructions on reporting 425 records when the disciplinary action is continued from the prior school year. symbol 110 \f "Wingdings" \s 8 \h symbol 110 \f "Wingdings" \s 8 \h Permanent removal by a teacher from class (DISCIPLINARY-ACTION-REASON-CODE 01) under TEC 37.002(b) is limited for use in those situations where the teacher has refused re-admittance of the student to that teachers class. Otherwise, if the teacher allows re-admittance of the student to the class, then Code 21 (other Student Code of Conduct violation) should be used. symbol 110 \f "Wingdings" \s 8 \h 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. A district still has control over when the district's calendar for a DAEP or JJAEP begins and ends so long as all days of student operation are reported. 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 would 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 is not inconveniently impaired. symbol 110 \f "Wingdings" \s 8 \h All disciplinary actions that identify DISCIPLINARY-ACTION-REASON-CODEs 02, 04-10, 11-14, 16-19, 22, 26-32, 35-37 and 46-49 as the cause for action must be supported by documentation from a law enforcement agency substantiating the administrators reasonable belief that the behavior identified has occurred. If the school district is unable to obtain documentation from a law enforcement agency, and a "good faith effort has been made to obtain documentation from law enforcement, then the district must have some other documentation that includes a description of the behavior/event and a request for documentation from a law enforcement agency. Rumors, hearsay, and gossip are not sufficient information/documentation for taking a disciplinary action for the above reasons. Without documentation from a law enforcement agency, or documentation substantiating the administrators reasonable belief that the behavior occurred, no action may be taken for the above mentioned disciplinary reasons. symbol 110 \f "Wingdings" \s 8 \h 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 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 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. symbol 110 \f "Wingdings" \s 8 \h 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 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 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. If the DISCIPLINARY-ACTION-REASON-CODE reported is 02, 04-10, 11-14, 16-19, 22, 26-32, and 35-37, then acceptable documentation, as described above, must be on file. If acceptable documentation cannot be obtained, then an alternate DISCIPLINARY-ACTION-REASON-CODE (such as 21-Violation of Student Code of Conduct not included under TEC 37.006 or 37.007) should be used since there is no acceptable documentation to support the belief that a crime, or other conduct for which an Expulsion or DAEP Placement is mandatory, was committed. Please refer to Appendix E, page E.1 for additional information concerning this documentation requirement. ILLEGAL KNIVES/NON-ILLEGAL KNIVES: In making the distinction between an illegal knife which is a mandatory expellable offense and a non-illegal knife which is a discretionary expellable offense the following must be taken into consideration: An illegal knife (DISCIPLINARY-ACTION-REASON-CODE 12) as defined by Section 46.01, Penal Code has a blade length equal to or longer than 5.5 inches and meets other definitional requirements stated in Appendix E, page E.8. A non-illegal knife (DISCIPLINARY-ACTION-REASON-CODE 50) as defined by local policy has a blade less than 5.5 inches and meets other definitional requirements stated in Appendix E, page E.8. NOTE: With regards to the documentation requirements mentioned above, TEC 37.017 Destruction of Certain Records states Information received by a school district under Article 15.27, Code of Criminal Procedure, may not be attached to the permanent academic file of the student who is the subject of the report. The school district shall destroy the information at the end of the school year in which the report was filed. In light of this requirement to destroy information received under Article 15.27, Code of Criminal Procedure, the district must retain documentation other than the information received under Article 15.27, Code of Criminal Procedure to support the discipline data submitted on the 425 record for a period of 5 years. symbol 110 \f "Wingdings" \s 8 \h THE FOLLOWING INFORMATION APPLIES TO PUBLIC OPEN ENROLLMENT CHARTER SCHOOLS ONLY: While Open Enrollment Charter Schools are not required to participate in the Chapter 37 Discipline Management Program detailed in the TEC, they are required to submit 425 records on any students that they have suspended or expelled. The reason for the suspension or expulsion does not alter the reporting requirement. This issue relates to the federal data reporting requirements for IDEA 2004. Also, federal rules are specific as to the expulsion of students caught with a firearm at school. They must be expelled whether they are enrolled at a public school or an Open Enrollment Charter School. The suspension codes and expulsion codes from Code Table C164 should be sufficient to handle any categorization of those disciplinary actions taken. And, the DISCIPLINARY-ACTION-REASON-CODEs in Code Table C165 should be sufficient to handle any categorization of those disciplinary action reasons identified. For DISCIPLINARY-ACTION-REASON-CODEs that are not specifically identified in Code Table C165, code 21, Violated Student Code of Conduct, should be used to report the suspensions and expulsions. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-DISCIPLINARY-ACTION is the date that 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 continuation. symbol 110 \f "Wingdings" \s 8 \h When reporting DISCIPLINARY-ACTION-CODEs 13 (Placement in a JJAEP by Court order) and 14 (Placement in a DAEP by Court order), please refer to the ADMINISTRATOR ADDRESSED letter dated May 29, 2002. This letter is available on the website under the Correspondence link. In order to place a student in a JJAEP or DAEP by a Court order, there must be a MOU between the court ordering the placement and the school district that will effect and make the placement. In all circumstances of court ordered placements to a JJAEP or DAEP, the DISCIPLINARY-ACTION-REASON-CODE must be a 21 (Violation of student code of conduct not included under TEC 37.002(b), 37.006, or 37.007). The use of DISCIPLINARY-ACTION-REASON-CODEs 09 (Off-Campus Title 5 Felony) and 10 (Off-Campus Non-Title 5 Felony) for Court ordered placements to a JJAEP or DAEP is not acceptable because the school district has original jurisdiction and a due-process responsibility to hold a conference meeting to enforce a DAEP removal/action as required or permitted in TEC 37.006 (c) and (d). The provisions for these court ordered placements must also be outlined in the Local Student Code of Conduct. Any behavior that a student engages in at school or a school related activity for which they will receive disciplinary attention as provided for under either the minimum requirements of TEC 37.006/TEC 37.007, or the minimum standards of the Local Student Code of Conduct, must be initiated and actuated by the local school district. In the event that a school district finds it necessary to continue a Court ordered placement to a JJAEP or a DAEP from a prior school year or a prior school district, a new 425 record must be reported with a DISCIPLINARY-ACTION-REASON-CODE of 21 and a DISCIPLINARY-ACTION-CODE of 13 or 14 depending on the action taken. Remember that DAEP assignments that continue into a new school year are subject to the requirements of TEC 37.009(c) referenced on the first page of Appendix E. Instructions for PEIMS Coding of Discipline Actions for Certain Off-Campus Offenses symbol 110 \f "Wingdings" \s 8 \h The following provides instructions for reporting in PEIMS disciplinary actions for off-campus, student-upon-student offenses. Background: House Bill 567, passed during the 78th Legislative Session (2003), allows for a discretionary expulsion for certain offenses. Texas Education Code (TEC) 37.007(b)(4). EXPULSION FOR SERIOUS OFFENSES. (b) A student may be expelled if the student: (4) engages in conduct that contains the elements of any offense listed in Subsection (a)(2)(A) or (C) or the offense of aggravated robbery under Section 29.03, Penal Code, against another student, without regard to whether the conduct occurs on or off of school property or while attending a school-sponsored or school-related activity on or off of school property. symbol 110 \f "Wingdings" \s 8 \h The law allows for a discretionary expulsion when one student commits any of the following offenses against another student from the same campus off-campus while the students are not in attendance at a school-sponsored or school-related activity: murder, capital murder, criminal attempt to commit murder or capital murder; aggravated assault under Penal Code 22.02; sexual assault under Penal Code 22.011 or aggravated sexual assault under Penal code 22.021; or aggravated robbery under Penal Code 29.03. The students must be assigned to the same campus at the time of the offense or assigned to the same campus during the most recent school year if the offense occurs between school years. As required by TEC 37.001, a districts student code of conduct must allow for a discretionary expulsion in the cases as described above in order for a district to make the discretionary expulsion. PEIMS reporting symbol 110 \f "Wingdings" \s 8 \h A district reporting murder, capital murder, criminal attempt to commit murder or capital murder; aggravated assault under Penal Code 22.02; sexual assault under Penal Code 22.011 or aggravated sexual assault under Penal code 22.021 will report the offense using DISCIPLINARY-ACTION-REASON-CODE "09". symbol 110 \f "Wingdings" \s 8 \h A district making a discretionary expulsion for aggravated robbery under Penal Code 29.03 will report the offense using DISCIPLINARY-ACTION-REASON-CODE "10". symbol 110 \f "Wingdings" \s 8 \h A district using DISCIPLINARY-ACTION-REASON-CODEs "09" or "10" with a DISCIPLINARY-ACTION-CODE of an expulsion will receive a special warning on edits 42526 and 42541. Special warnings do not prevent a district from submitting an expulsion with DISCIPLINARY-ACTION-REASON-CODEs "09" or "10". symbol 110 \f "Wingdings" \s 8 \h The 425 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 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. Example #1 On September 5,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, Austin Student (Student ID 888000099) and Lea Pupil (Student ID 456000078) were each caught having in their possession one ounce of marijuana. As required, the local law enforcement agency was called in to corroborate/confirm the administrators belief that the two students were in possession of Marijuana and it was confirmed. Neither student is in special education. Because their continued presence at school did not create a safety threat for other students, they were placed in ISS pending the conference meeting to place them in the local DAEP. On September 8,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, 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, the boys were assigned to the district Off-Campus DAEP located at campus number 003 for 30 school days. After 20 days in the DAEP, Lea Pupil withdrew from school and moved to another Texas school district (ABC ISD 888888) and on October 10,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 enrolled in school and was required by ABC ISD high school (002) to complete the unfinished DAEP assignment at the On-Campus DAEP. 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 CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999988800009999999900199999900100106044259999994560000789999990019999990010010604425999999888000099999999001999999003002070442599999945600007899999900199999900300207044258888884560000788888880028888880021200804 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750030030000129610905 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990010030030000129610905 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990010300300000129610908 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990010300200700129610908 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990010100100000035021006 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008888888002 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Austin and Lea were enrolled at campus 001 when the disciplinary infraction occurred. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999003 indicates that Austin and Lea were removed to campus 003. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 06 indicates that Austin and Lea received in-school suspension assignments. Example #1 (continued) symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Austin and Lea were given 3 days of ISS. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 030 indicates that Austin and Lea were assigned 30 days at the Off-campus DAEP. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 010 indicates that Lea was assigned 10 days at the On-Campus DAEP to complete his unfinished assignment. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Austin and Lea spent 3 days in ISS. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 030 indicates that Austin spent 30 days at the Off-Campus DAEP. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 020 indicates that Lea spent 20 days at the Off-Campus DAEP. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 010 indicates that Lea spent 10 days in the On-Campus DAEP to complete his unfinished assignment. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 07 indicates that Lea withdrew from school prior to completing his DEAP assignment. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 records at district 999999 show the same incident number. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-INCIDENT-NUMBER 000350 is the number that was assigned to the incident by ABC ISD campus 002. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 1 indicates that the disciplinary assignment was made during the first reporting period. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 2 indicates that the disciplinary assignment was made during the second reporting period. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-DISCIPLINARY-ACTION 0905 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the ISS assignments were ordered on September 5,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-DISCIPLINARY-ACTION 0908 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the DAEP assignments were ordered on September 8,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008. symbol 110 \f "Wingdings" \s 8 \h 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 2008. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 On November 3,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 Tex Learner, who attends a school in a county which is not required to operate a JJAEP, brought a firearm to school in his backpack. Tex is not a special education student. As required, the local law enforcement agency was called in to corroborate/confirm the administrators belief that a firearm was brought to school and it was confirmed. Because of safety reasons, he was immediately suspended out of school for three days. On November 6,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, after Texs 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 Tex and his parents, the events of the offense were reviewed and according to the requirements of federal law, it was determined that Tex must be expelled for a year. In order to prevent academic regression it was also determined that Tex would serve the term of his expulsion in the Off-Campus DAEP. For the  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2008-2009 school year, only 150 days remained in the school year at the time of expulsion. The information on Tex would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999900045678999999900100805114259999990004567899999990019999990020090411 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750030030000092721103 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990011801500800092721106 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008999999001 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Tex was enrolled at campus 001 when the disciplinary infraction occurred. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT is not applicable for OSS. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999002 indicates that the expulsion with placement to an Off-Campus DAEP assignment is at campus 002. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 008 is an arbitrary number to distinguish this students disciplinary action from this students other disciplinary actions. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 05 indicates that Tex received OSS. symbol 110 \f "Wingdings" \s 8 \h 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). symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Tex was given 3 days of OSS. Example #2 (continued) symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Tex was actually in OSS for 3 days. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 180 indicates that Tex was given 180 days term of expulsion with placement to an Off-Campus DAEP. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 150 indicates that there were only 150 school days remaining in the  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2008-2009 school year at the time of the expulsion with placement to an Off-Campus DAEP. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 08 indicates that the school year ended before Tex could complete his expulsion with placement to an Off-Campus DAEP assignment. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 009 is an arbitrary number to distinguish this students disciplinary action from this students other disciplinary actions. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-INCIDENT-NUMBER 000927 designates the incident number assigned by the campus. symbol 110 \f "Wingdings" \s 8 \h REPORTING-INDICATOR-CODE 2 indicates that the disciplinary assignment was made during the first reporting period. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-DISCIPLINARY-ACTION 1103 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the OSS assignment was ordered on November 3,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008. symbol 110 \f "Wingdings" \s 8 \h 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 November 6,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008. symbol 110 \f "Wingdings" \s 8 \h 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 30 days of expulsion with placement to an Off-Campus DAEP will be reported on a 425 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 180, 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 CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 434259999990004567899999990029999990020011111 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 7518003009000100108152008999999001 Example #3 On October 1,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, during the second six weeks of the school year, Anne Example, who is 18 years old and attends a school in a county which is required to operate a JJAEP, retaliated against a teacher by setting the teachers car on fire. As required, the local law enforcement agency was called in to corroborate/confirm the administrators belief that retaliation against a teacher coupled with arson had occurred and it was confirmed. Because her presence at school was deemed to be a safety threat she was immediately suspended out of school for three days. On October 6,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, during the third six weeks of the school year after Annes 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 Anne and her parents, the events of the offense were reviewed and according to the requirements of state law, it was determined that Anne must be expelled. The term of expulsion was determined to be 90 days. Because the district is located in a county that is required to operate a JJAEP the expulsion order was sent to the juvenile court where they immediately referred Anne Example to the county JJAEP and Anne was immediately enrolled in the JJAEP. The information on Anne would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999913500007999999900100105084259999991350000799999990019999990040020208 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750030030000100921001 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990010900900000100931006 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008999999001 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Anne was enrolled at campus 001 when the disciplinary infraction occurred. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT is not applicable for OSS and expulsions. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999004 indicates the campus number of the JJAEP is 004 as registered under district 999999. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 001 and 002 are arbitrary numbers to distinguish this students disciplinary action from this students other disciplinary actions. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 05 indicates that Anne received OSS. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 02 indicates that Anne received the disciplinary action Expulsion (TEC 37.007) with placement in a JJAEP as a result of a formal expulsion hearing [TEC 37.009(f)]. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 08 indicates that the cause of the disciplinary action was retaliation against a school employee. Example #3 (continued) symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 003 indicates that Anne was given 3 days of OSS. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 090 indicates that Anne was expelled with placement to the JJAEP for 90 days. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 090 indicates that Anne was expelled with placement to the JJAEP for 90 days. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-INCIDENT-NUMBER 001009 is the incident number assigned by the campus and illustrates that these two separate actions are related to the same disciplinary infraction. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 2 indicates that the OSS action was ordered during the second reporting period. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 3 indicates that the expulsion with placement to JJAEP was ordered during the third reporting period. Example #4 On December 1,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, Art Student, who is 15 years old and attends a school in a county, which is required to operate a JJAEP, attempted to murder Mr. Instructor, the principal, but only wounded the principal in the arm. As required, the local law enforcement agency was called in to corroborate/confirm the administrators belief that criminal attempt to commit murder had occurred and that a firearm had been brought to school and it was confirmed. Because Arts continued presence at school created a situation of eminent harm an emergency expulsion was ordered for this Art until the district could conduct a due process expulsion hearing as required under state law. Art was arrested and taken to a Juvenile Detention Center. On December 20,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, after Mr. Instructor returned from a short stay in the hospital, an expulsion hearing was convened to provide the due process requirements for a behavior that requires an expulsion. At the expulsion hearing, attended only by Arts parents since Art was still in the Juvenile Detention Center, the events of the offense were reviewed and according to the requirements of state law, it was determined that Art must be expelled for attempted murder. The term of expulsion was determined to be 180 days. Because the district is located in a county that is required to operate a JJAEP the expulsion order was sent to the juvenile court where they immediately referred Art to the county JJAEP. Because Art is still in jail, he cannot be enrolled in the JJAEP until such time that he is released. Art never returned to school. A speedy trial was held and Art was convicted of attempted murder and sentenced to the nearest Texas Youth Commission facility to serve his term of sentence. The information on Art would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999978000001699999900100101234259999997800000169999990019999990070020217 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750100100000115631201 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990011800000500115631215 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008999999001 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Art was enrolled at campus 001 when the disciplinary infraction occurred. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999007 indicates that Art was "expelled with placement to the JJAEP on campus 007 as a result of his disciplinary infraction. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT is left blank which indicates that Art was sent home and was not assigned to a campus during the ten (10) days of emergency expulsion as a result of DISCIPLINARY-ACTION-NUMBER 002. Example #4 (continued) symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999007 indicates that Art was to be removed to campus 007 when expelled to the JJAEP as a result of DISCIPLINARY-ACTION-NUMBER 002. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular student's disciplinary action from other disciplinary actions of the same student. Because this is Arts first disciplinary removal, Art is assigned 001 for his first DISCIPLINARY-ACTION-NUMBER. Each subsequent disciplinary action has a different number. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 23 indicates that Art received emergency expulsion as a result of DISCIPLINARY-ACTION-NUMBER 001. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 02 indicates that Art received expulsion with placement in a JJAEP as a result of DISCIPLINARY-ACTION-NUMBER 002. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 17 indicates that the cause of DISCIPLINARY-ACTION-NUMBER 001 was criminal attempt to commit murder. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 010 indicates that Art was given 10 days of emergency expulsion as a result of DISCIPLINARY-ACTION-NUMBER 001. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 180 indicates that Art was given 180 days of expulsion with placement in a JJAEP as a result of DISCIPLINARY-ACTION-NUMBER 002. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 010 indicates that Art was actually under emergency expulsion for 10 days. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Art never served any time at the JJAEP since he was adjudicated to the Texas Youth Commission by a state district court judge. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference between the official and actual lengths of disciplinary assignment. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 05 indicates that Art was incarcerated and could not serve the JJAEP term assigned by the district. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-INCIDENT-NUMBER 001156 is the number that was assigned to the incident by campus 001. Since multiple disciplinary actions occurred as a result of one disciplinary action reason, each 425 record shows the same DISCIPLINARY-INCIDENT-NUMBER. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 3 indicates that the disciplinary assignments were made in the second reporting period. Example #5 On December 15,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, Ima Learner, a 9 year old student, and Jane Student, a 10 year old student, were fighting over a dollar bill that Jane found on the school bus as they were riding to school. After the incident was investigated by school district staff no crime was believed to have been committed and it was determined that the dollar bill actually belonged to Ima. As a result of this event, Ima was assigned to the ISS program for 1 day and Jane was suspended out-of-school for 1 day. The information for Ima (450000021) and Jane (420000063) would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999945000002199999910199999900100106414259999994200000639999991010010541 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750010010010100131215 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999991010010010010100131215 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008999999101 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-DISCIPLINARY-ASSIGNMENT 999999001 indicates that Ima was placed in the ISS program located at campus 001. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 06 indicates that Ima was placed in the ISS program. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 01 indicates that Jane was suspended Out-of-School. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 41 indicates that Fighting/Mutual Combat was the cause for the disciplinary action. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 3 indicates that the disciplinary assignments were made in the third reporting period. Example #6 On September 15,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, Austin Sample, who is 15 years old and attends a school at Hill Country High School, had been absent without an approved excused absence per Hill Country ISD policy for five (5) days since the beginning of the school year. Hill Country ISD sent a warning notice, as required by law to Austins parents. Austins parents did not respond to Hill Country ISDs request to meet with them concerning Austins attendance issues. As a result, Hill Country ISD sent their attendance officer, John Doe, to visit with Austins parents about Austins attendance issues. As a result of Mr. Does investigation, it was determined that Austins parents were using him as a fill in crew member on the Samples shrimp boat on Tuesdays and Thursdays of each week. Hill Country ISD filed charges against Austins parents for thwarting compulsory attendance. On September 25,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, Austin and his parents appeared in the local Justice of the Peace court to answer these charges and the Samples were fined 250.00 dollars for thwarting the compulsory attendance law. Austin was assigned to after school detention for two weeks to catch up on his schoolwork. The information on Austin would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 434259999991230000899999990010011642 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750000000000051210925 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008999999001 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Austin was enrolled at campus 001 when the truancy infraction occurred. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular student's disciplinary action from other disciplinary actions of the same student. Because this is Austins first disciplinary infraction, Austin is assigned 001 for his first DISCIPLINARY-ACTION-NUMBER. Each subsequent disciplinary action has a different number. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 16 indicates that Truancy Charges were filed and a fine was assessed. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 42 indicates that the cause of DISCIPLINARY-ACTION-NUMBER 001 was parent contributing to truancy. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Austin was not given a disciplinary assignment that resulted in removal from his regular classes. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Austin served no time away from his regular classes. Example #6 (continued) symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference between the official and actual lengths of disciplinary assignment. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-INCIDENT-NUMBER 000512 is the number that was assigned to the incident by campus 001. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 1 indicates that this disciplinary action occurred in the first reporting period. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-DISCIPLINARY-ACTION 0925 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the date of the disciplinary action was September 25,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-DISCIPLINARYRESPONSIBILITY 999999001 indicates that campus 001 is the campus responsible for the disciplinary action. Example #7 For the  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2008-2009 school year, school started on August 21 at Silverado ISD. Houston Examples parents were of the opinion that school should not start until after Labor Day and did not intend to enroll Houston until after the Labor Day weekend. August 25,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008, was a school day in Silverado, Texas and Houston Example, who is 16 years old, was walking down the street when he was spotted by Officer Walker of the Silverado Police Department. When questioned about why he was not at school, he told Officer Walker that he would not be enrolling until after Labor Day. Officer Walker took Houston to the Silverado High School campus where the school attendance officer took over. Houstons parents were called and refused to admit Houston into school. The school district attendance officer filed charges against Houston and his parents in the local Justice of the Peace court. On August 28,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 the Examples appeared in court and the Examples were given a community service sentence from the court. The next school day, Houston was enrolled in school. Silverado ISD required Houston to attend after school detention until he was caught up with the schoolwork that he had missed thus far. The information on Houston would be reported as follows. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 434259999995550000669999990010011745 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750000000000009010825 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008999999001 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Houston was eventually enrolled at campus 001 after the truancy issue was settled. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular student's disciplinary action from other disciplinary actions of the same student. Because this is Houstons first disciplinary infraction, Houston is assigned 001 for his first DISCIPLINARY-ACTION-NUMBER. Each subsequent disciplinary action has a different number. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 17 indicates that Truancy Charges were filed and no fine was assessed. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 45 indicates that the cause of DISCIPLINARY-ACTION-NUMBER 001 was failure to enroll in school. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Houston was not given a disciplinary assignment that resulted in removal from his regular classes. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Houston served no time away from his regular classes. Example #7 (continued) symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference between the official and actual lengths of disciplinary assignment. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-INCIDENT-NUMBER 000090 is the number that was assigned to the incident by campus 001. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 1 indicates that this disciplinary action occurred in the first reporting period. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-DISCIPLINARY-ACTION 0825 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006 indicates that the date of the disciplinary action was August 25,  DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-DISCIPLINARYRESPONSIBILITY 999999001 indicates that campus 001 is the campus responsible for the disciplinary action. Example #8 The Texas boys, Jack and John, were in the frequent habit of cutting classes at Twin Peaks Junior High School and had been absent without excuse for 5 days or parts of days during the last four weeks. The boys are 14 and 16 years old respectively. The required warning notices had been sent to the boys parents. After meeting with the parents about the problem of the boys sneaking out the back door and leaving school, the Twin Peaks ISD attendance officer filed truancy charges against Jack and John. On March 4,  DOCPROPERTY DS_End_Yr \* MERGEFORMAT 2009, the boys appeared in the local Justice of the Peace court and were found to be guilty. 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 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 CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999955500006699999904100117434259999993300000119999990410011743 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750000000000010050304 DOCPROPERTY DS_End_Yr \* MERGEFORMAT 20099999990410000000000010050304 DOCPROPERTY DS_End_Yr \* MERGEFORMAT 2009999999041 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999041 indicates that Jack and John were enrolled at campus 041 when the truancy problem was discovered. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular student's disciplinary action from other disciplinary actions of the same student. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 17 indicates that Truancy Charges were filed and no fine was assessed. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h OFFICIAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Jack and John were not given disciplinary assignments that resulted in removal from their regular classes. symbol 110 \f "Wingdings" \s 8 \h ACTUAL-LENGTH-OF-DISCIPLINARY-ASSIGNMENT 000 indicates that Jack and John served no time away from their regular classes. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-LENGTH-DIFFERENCE-REASON-CODE 00 indicates that there was no difference between the official and actual lengths of disciplinary assignment. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-INCIDENT-NUMBER 000100 is the number that was assigned to the incident by campus 041. Example #8 (continued) symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE 1 indicates that this disciplinary action occurred in the first reporting period. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-DISCIPLINARY-ACTION 0304 DOCPROPERTY DS_End_Yr \* MERGEFORMAT 2007 indicates that the date of the disciplinary action was March 4,  DOCPROPERTY DS_End_Yr \* MERGEFORMAT 2009. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-DISCIPLINARYRESPONSIBILITY 999999041 indicates that campus 041 is the campus responsible for the disciplinary action. Example #9 Bobby Bookworm and Al Passed are students attending Paradise High School in a rural part of Texas. Bobby and Al are both on the A honor roll and have never had any disciplinary assignments. Unfortunately, Bobby came to school on a Monday morning with a Bowie knife in his backpack (7.5 inch blade, illegal knife) that he failed to remove after returning home from a hunting trip he had gone on that weekend. On that same Monday morning, Al came to school with a Swiss Army knife in his pocket (2.5 inch blade, non-illegal knife) that he was going to need for a Boy Scout meeting after school. A teacher with hall monitoring duty happened to see the boys placing the knives in their lockers and immediately took both students to the principals office. Because Bobby didnt have any prior disciplinary assignments but he had committed a mandatory expellable offense, the principal expelled Bobby to the DAEP for 90 days (Paradise High School is not located in a mandatory JJAEP county). Bobby is not considered to be a threat to school safety so he is sent back to class and will begin serving his 90 day assignment after the expulsion hearing is held. Because Al brought a non-illegal knife to school which is listed as a discretionary expellable offense in the Paradise ISD student code of conduct, the principal used his discretion to expel Al to the DAEP for 10 days. Al is also not considered to be a threat to school safety so he was sent back to class and will begin serving his 10 day assignment after the expulsion hearing is held. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999945600005699999900199999900200104124259999993210000569999990019999990020010450 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750900900000002521024 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 20089999990010100100000002621024 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008999999001 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that Bobby and Al were enrolled at campus 001 when they were discovered with knives. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular student's disciplinary action from other disciplinary actions of the same student. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-CODE 04 indicates that the students were expelled to the DAEP. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 12 indicates that Bobby was in possession of an illegal knife. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 50 indicates that Al was in possession of a non-illegal knife. Example #10 John Student is a high school student receiving special education services who assaulted another student. The student was immediately removed to In-School Suspension. Because John is receiving special education services, a manifestation hearing was held to determine whether John's behavior was linked to his disability. When it was determined that the behavior was linked to his disability, the district did not take the mandatory action for the mandatory DAEP placement offense. Input Record Type CodeDistrict IDStudent IDCampus ID of EnrollmentCampus ID of Disciplinary AssignmentDisciplinary Action NumberDisciplinary Action CodeDisciplinary Action Reason CodeE0755E0212E0001E0782E1003E1004E1005E1006C042C164C165Columns 1 - 3Columns 4 - 9Columns 10 - 18Columns 19 - 27Columns 28 - 36Columns 37 - 39Columns 40 - 41Columns 42 - 4342599999945000005699999900199999900100106284259999994500000569999990010022728 Official Length of Disciplinary AssignmentActual Length of Disciplinary AssignmentDisciplinary Length Difference Reason CodeDisciplinary Incident NumberReporting Period Indicator CodeDate of Disciplinary ActionCampus ID of Disciplinary ResponsibilityE1007E1008E1009E1016E0934E1036E1037C166C130Columns 44 - 46Columns 47 - 49Columns 50 - 51Columns 52 - 57Column 58Columns 59 - 66Columns 67 - 750030030000012721024200899999900100000000000127210272008999999001 Explanation of 425 Record Layout symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-ENROLLMENT 999999001 indicates that the student was enrolled at campus 001 when he assaulted another student. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-NUMBER 001 is an arbitrary number to distinguish a particular student's disciplinary action from other disciplinary actions of the same student. symbol 110 \f "Wingdings" \s 8 \h The first 425 record indicates that a preliminary action to the mandatory action was taken for this incident. In this case, the student received three (3) days of In-School Suspension. symbol 110 \f "Wingdings" \s 8 \h The second 425 record with the same DISCIPLINARY-INCIDENT-NUMBER as the first 425 record, and DISCIPLINARY-ACTION-CODE 27 indicates that the mandatory action was not taken because it was determined that the student's behavior was a manifestation of the student's disability. symbol 110 \f "Wingdings" \s 8 \h DISCIPLINARY-ACTION-REASON-CODE 28 indicates that the student is alleged to have committed an assault causing bodily harm to another person. 435 SPECIAL EDUCATION CHILD 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 EventFillerE0041E1034C053Columns 39 - 40Columns 41 - 48Columns 49 - 80 symbol 110 \f "Wingdings" \s 8 \h Only students with disabilities served by the special education program who are restrained for emergency purposes and who also have a 405 record or a 400 record with mainstream days reported will have a 435 record reported. Each instance of restraint for a student with a disability served by the special education program as referenced above must be reported through the 435 record. symbol 110 \f "Wingdings" \s 8 \h The Texas School for the Deaf, Texas School for the Blind and Visually Impaired and the Texas Youth Commission are also required to report 435 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. symbol 110 \f "Wingdings" \s 8 \h Data elements DISTRICT-ID, STUDENT-ID, INSTRUCTIONAL-SETTING-CODE, REPORTING-PERIOD-INDICATOR-CODE, and PRIMARY-DISABILITY-CODE are to be used on the record according to previously established definitions. The code entered on the record should reflect current data for the student as of the time the restraint occurs. symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-RESTRAINT-EVENT indicates the unique campus identification number of the campus within the district at which a special education student was restrained. This campus ID may or may not reflect the campus ID where the special education student was enrolled but does reflect the campus ID at which the special education 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. symbol 110 \f "Wingdings" \s 8 \h RESTRAINT-INSTANCE-NUMBER 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 with a disability. symbol 110 \f "Wingdings" \s 8 \h RESTRAINT-REASON-CODE information reflects the reason for restraint as related to requirements established under 19 TAC 89.1053(b)(1) and 89.1053(c). 19 TAC 89.1053(b)(1): (b) Definitions. (1) Emergency means a situation in which a student's behavior poses a threat of: (A) imminent, serious physical harm to the student or others; or (B) imminent, serious property destruction. 19 TAC 89.1053(c) [excerpt]: (c) Use of restraint. A school employee, volunteer, or independent contractor may use restraint only in an emergency as defined in subsection (b) of this section and with the following limitations. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-RESTRAINT-EVENT reflects the actual date on which a student with a disability was restrained based on the definitions shown above. symbol 110 \f "Wingdings" \s 8 \h The number of 435 records submitted for a student must match the documentation found in the students special education eligibility folder. There is an expectation that the number of 435 records submitted should match the total documentation contained in all student folders regarding the use of restraint for emergency purposes. A comparison of the number of PEIMS 435 records submitted and folder documentation will be subject to monitoring and audit activities. symbol 110 \f "Wingdings" \s 8 \h The 435 record will be collected in Submission 3. Example #1 A student attending Washington High School in Learning ISD was restrained a total of three (3) times during a given reporting period, and two of the three restraint events took place on the same day. Additionally, the students ARD committee changed the instructional setting for the student during the reporting period. 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 - 38435999999660000099999999001000001421014359999996600000999999990010000184310143599999966000009999999900100001943101 Primary Disability CodeDate of Restraint EventE0041E1034C053Columns 39 - 40Columns 41 - 48080821 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008080903 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008080903 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-RESTRAINT-EVENT is 999999001, the CAMPUS-ID for Washington High School since all restraint events took place on the Washington High School campus. symbol 110 \f "Wingdings" \s 8 \h RESTRAINT-INSTANCE-NUMBER reflects the unique identification number for each restraint event, 000001 for the first restraint event, 000018 for the second restraint event, and 000019 for the third restraint event. This allows the district to distinguish between multiple instances of restraint that occurred at the same school on the same date (09/03/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2006) for the student with a disability. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-SETTING-CODE is 42 for the first reported restraint event 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 first restraint event occurred. INSTRUCTIONAL-SETTING-CODE is 43 for the second and third restraint events since, at the time these restraint events occurred, the student was coded to the Self-Contained, Mild/Moderate/Severe, Regular Campus At Least 50% and No More than 60% instructional setting based on a subsequent ARD committee decision. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE is 1 for all restraint events since the restraint events occurred during the first reporting period. symbol 110 \f "Wingdings" \s 8 \h RESTRAINT-REASON-CODE reflects 01 for all three restraint events since, in all cases, the restraint took place based on the student evidencing imminent, serious physical harm to themselves. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE reflects 08 for all three restraint events since the student was eligible for special education services under the learning disability code. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-RESTRAINT-EVENT reflects the actual date on which each restraint event occurred (08/21/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 for the first restraint event and 09/03/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 for both the second and third restraint events). Example #2 A student attending Jackson Elementary in Learning ISD was restrained a total of six (6) times during a reporting period. The reported records indicate changes in instructional setting for the student during the reporting period and a change in the reason for restraint across the six 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 - 38435999999560000099999999111000032421014359999995600000999999991110000454210143599999956000009999999911100008743102435999999560000099999999111000099431024359999995600000999999991110001014310343599999956000009999999911100010543105 Primary Disability CodeDate of Restraint EventE0041E1034C053Columns 39 - 40Columns 41 - 48080910 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008080917 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008080923 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008080930 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008080930 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008081001 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-RESTRAINT-EVENT is 999999111, the CAMPUS-ID for Jackson Elementary School since all restraint events took place on the Jackson Elementary School campus. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-SETTING-CODE is 42 for the first two 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 two restraint events occurred. INSTRUCTIONAL-SETTING-CODE is 43 for the second through sixth restraint events since, at the time these restraint events occurred, the student was coded to the Self-Contained, Mild/Moderate/Severe, Regular Campus At Least 50% and No More than 60% instructional setting based on a subsequent ARD committee decision. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE is 1 for all restraint events since the restraint events occurred during the first reporting period. Example #2 (continued) symbol 110 \f "Wingdings" \s 8 \h RESTRAINT-REASON-CODE reflects 01 for the first two restraint events since, in these cases, the restraint took place based on the student evidencing imminent, serious physical harm to themselves. For the third and fourth restraint events, the RESTRAINT-REASON-CODE reflects 02 since the restraint took place based on the student evidencing imminent, serious physical harm to others. For the fifth restraint event, the RESTRAINT-REASON-CODE reflects 03 since the restraint took place based on the student evidencing imminent, serious physical harm to themselves and others. For the sixth restraint event, the RESTRAINT-REASON-CODE reflects 05 since the restraint took place based on the student evidencing imminent, serious physical harm to themselves and imminent, serious property destruction. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE reflects 08 for all restraint events since the student was eligible for special education services under the learning disability code. symbol 110 \f "Wingdings" \s 8 \h 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). Example #3 A 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. In the subsequent reporting period, the student was returned to the Adams High School campus, and an additional restraint event occurred. 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 - 384359999994600000999999990040001554320443599999946000009999999901200024443302 Primary Disability CodeDate of Restraint EventE0041E1034C053Columns 39 - 40Columns 41 - 48081110 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008071217 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-SETTING-CODE is 43 for both restraint events since, at both campuses, the student was coded to the Self-Contained, Mild/Moderate/Severe, Regular Campus At Least 50% and No More than 60% instructional setting based on an ARD committee decision. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE reflects 08 for the first restraint event since the student was eligible for special education services under the learning disability code. However, prior to the second restraint event, a re-evaluation had been conducted for the student and it was determined by the ARD committee that the PRIMARY-DISABILITY-CODE for the student was 07, emotional disturbance. Therefore, the new PRIMARY-DISABILITY-CODE is reported for the second restraint event. symbol 110 \f "Wingdings" \s 8 \h 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). Example #4 A student attending Glenn Elementary School in Learning ISD was restrained during special transportation provided as a related service by the school district. 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 - 3843599999936000009999999911000015840202 Primary Disability CodeDate of Restraint EventE0041E1034C053Columns 39 - 40Columns 41 - 48101110 DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008 symbol 110 \f "Wingdings" \s 8 \h CAMPUS-ID-OF-RESTRAINT-EVENT is 999999110, the CAMPUS-ID of enrollment for the student (Glenn Elementary School) since the restraint event took place during transportation and not on a school district campus. symbol 110 \f "Wingdings" \s 8 \h RESTRAINT-INSTANCE-NUMBER reflects the unique identification number for the restraint event, 000158. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-SETTING-CODE is 40, mainstream since the student receives special education instructional services in a mainstream environment. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE is 2 since the restraint event took place in the second reporting period. symbol 110 \f "Wingdings" \s 8 \h RESTRAINT-REASON-CODE reflects 02 since the restraint took place based on the student evidencing imminent, serious physical harm to others. symbol 110 \f "Wingdings" \s 8 \h PRIMARY-DISABILITY-CODE reflects 10 for autism. symbol 110 \f "Wingdings" \s 8 \h DATE-OF-RESTRAINT-EVENT reflects the actual date on which each restraint event occurred, 11/10/ DOCPROPERTY DS_Begin_Cur_Yr \* MERGEFORMAT 2008. 461 STUDENT DATA - TITLE I, PART A 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 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 TITLE I PART A SCHOOLWIDE CAMPUS REPORTING REQUIREMENTS: symbol 110 \f "Wingdings" \s 8 \h A 461 record is required for all students in membership (ADA-ELIGIBILITY-CODEs 1-8) on a schoolwide campus at any time from the beginning of the school year until the last day of school. The only data elements that are completed for schoolwide campus students are: INPUT-RECORD-TYPE-CODE DISTRICT-ID STUDENT-ID CAMPUS-ID-OF-ENROLLMENT TITLE-I-PART-A-INDICATOR-CODE TITLE-I-PART-A-HOMELESS-INDICATOR-CODE. For all students on Title I, Part A schoolwide campuses, leave all the instructional and support service fields blank. All students attending a Title I, Part A schoolwide campus should have 6 as the Title I Indicator Code. TITLE I PART A TARGETED ASSISTANCE CAMPUS REPORTING REQUIREMENTS: symbol 110 \f "Wingdings" \s 8 \h A 461 record is required for those students who at any time from the beginning of the school year until the last day of school: 1) participate in Title I, Part A programs and/or services on a targeted assistance campus, and 2) are in membership (ADA-ELIGIBILITY-CODEs 1-8). Report a "1" for each of the Title I, Part A services that has been provided, or is scheduled to be provided, before July 1, for those students on targeted assistance campuses. All data elements are mandatory, and at least one of the following data elements must have a value of 1: TITLE-I-PART-A-READING-INDICATOR-CODE 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-GUIDANCE-COUNSELING-SERVICES-INDICATOR-CODE TITLE-I-PART-A-SOCIAL-WORK-SERVICES-INDICATOR-CODE TITLE-I-PART-A-HEALTH-SERVICES-INDICATOR-CODE Students receiving Title I, Part A services at a targeted assistance campus should have 7 as the Title I Indicator Code. NON-TITLE I PART A CAMPUS REPORTING REQUIREMENTS: symbol 110 \f "Wingdings" \s 8 \h The Indicator codes 9 and A apply only in special cases to students attending a non-Title I campus and who are homeless (9) or reside in a facility for the neglected (A). symbol 110 \f "Wingdings" \s 8 \h 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. A 461 record is required for those students who at any time from the beginning of the school year until the last day of school: 1) participate in Title I, Part A programs and/or services due to being identified as either homeless or neglected, and 2) are in membership (ADA-ELIGIBILITY-CODEs 1-8). Report a "1" for each of the Title I, Part A services that has been provided, or is scheduled to be provided, before July 1, for those students identified as homeless or neglected. All data elements are mandatory, and at least one of the following data elements must have a value of 1: TITLE-I-PART-A-READING-INDICATOR-CODE 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-GUIDANCE-COUNSELING-SERVICES-INDICATOR-CODE TITLE-I-PART-A-SOCIAL-WORK-SERVICES-INDICATOR-CODE TITLE-I-PART-A-HEALTH-SERVICES-INDICATOR-CODE Definition of Neglected: 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: 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 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 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. 461 RECORD GENERAL BUSINESS RULES: symbol 110 \f "Wingdings" \s 8 \h Use only code 6 (Schoolwide), 7 (Targeted Assistance), 9 (Homeless) or A (Neglected) for the Title I, Part A Indicator Code. symbol 110 \f "Wingdings" \s 8 \h Before completing the Title I Indicator Codes, please consult with the districts Title I Coordinator to determine the Title I status of the districts campuses. symbol 110 \f "Wingdings" \s 8 \h The 461 record represents a cumulative student count for all students receiving Title I, Part A services during the course of the entire school year. Multiple 461 records may be generated for those students who transfer between Title I, Part A campuses in the same school district through the course of a school year. symbol 110 \f "Wingdings" \s 8 \h Information on Title I, Part A students is collected in order to meet reporting requirements to the U.S. Department of Education. symbol 110 \f "Wingdings" \s 8 \h The 461 record will be collected in the 3rd submission. 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 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 314619999992200000109999991017010 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 3600100 Explanation of 461 Record Layout symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-INDICATOR-CODE 7 indicates that Anne is enrolled at a Title I, Part A targeted assistance school. symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-HOMELESS-INDICATOR-CODE 0 indicates that Anne is not homeless. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 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 314619999993300000449999990019111 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 3600111 Explanation of 461 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-HOMELESS-INDICATOR-CODE 1 indicates that Bobby has been identified as homeless. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 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 31461999999550000055999999041A000 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 3601011 Explanation of 461 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-HOMELESS-INDICATOR-CODE 0 indicates that Ima is not homeless. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 3600100 Explanation of 461 Record Layout symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h TITLE-I-PART-A-HOMELESS-INDICATOR-CODE 0 indicates that Art is not homeless. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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 IDPEP Indicator CodePrimary Disability CodeMultiply Disabled Indicator CodeE1046E1047E1048E1049E1050E0034E0923E1012E0041E0882C088C088C053C088Columns 36 - 40Columns 41 - 45Columns 46 - 48Columns 49 - 51Columns 52 - 54Column 55Columns 56 - 64Column 65Columns 66 - 67Column 68 LEP Indicator CodeFillerE0790C061Column 69Columns 70 - 80 symbol 110 \f "Wingdings" \s 8 \h Refer to the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook for requirements for attendance, special program eligibility, and audit concerns. Rules for the collection of all the data required on the 500, 505, and 510 records are addressed in the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"handbook. symbol 110 \f "Wingdings" \s 8 \h The PEIMS 500, 505, and 510 Flexible Attendance data records are used to report Optional Flexible School Day Program (OFSDP) and High School Equivalency Program (HSEP) attendance data. Do not report OFSDP or HSEP attendance data on the 400, 405, or 410 attendance records. symbol 110 \f "Wingdings" \s 8 \h The PEIMS 500 Flexible Attendance data record is also used to report the Optional Flexible School Day Credit Recovery Program attendance. This attendance information is collected in Submission 4. Flexible Attendance Program Type Code 3 is used to designate this program on these records. If a student has not maintained the minimum attendance requirements under TEC 25.92, this program may be used to generate Average Daily Attendance (ADA) to make up these absences. However, a student cannot generate for than 1.000 ADA of funding for a school by combining the regular year and post school year eligible days present. symbol 110 \f "Wingdings" \s 8 \h Create a 500 record for each eligible student who was enrolled in and attended either the Optional Flexible School Day Program (OFSDP) for at least 45 minutes on a particular day within a particular six weeks, or the High School Equivalency Program (HSEP) for at least 45 minutes on a particular day within a particular six weeks. symbol 110 \f "Wingdings" \s 8 \h A school district must be pre-approved by School Finance Staff to operate an Optional Flexible School Day Program. For the Summer submission, 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). Create a 500 attendance record for only those students that meet these criteria. symbol 110 \f "Wingdings" \s 8 \h A school district must be pre-approved by 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). Create a 500 attendance record for only those HSEP students that meet these criteria. symbol 110 \f "Wingdings" \s 8 \h A student may not be simultaneously enrolled in the OFSDP and the traditional attendance program (2-to-4-hour rule as referenced in the Student Attendance Accounting Handbook). It is acceptable to create and report both 400 and 500 records for the student if the students enrollment status changes from a traditional program to either the OFSDP or the HSEP or if the status changes back to a traditional program from the OFSDP or the HSEP. 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. symbol 110 \f "Wingdings" \s 8 \h Regardless of the structure of the actual instructional calendar, a district must report the full school year (usually 180 days) for each instructional track offered by the district in six approximately equal reporting periods. 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. symbol 110 \f "Wingdings" \s 8 \h A district must submit attendance data by the required reporting date. If the school year for a particular school/instructional track has not ended when the submission is due, report the actual number of instructional days completed so far. Include the completed attendance data for the entire school year with the resubmission. Districts with year-round programs that end after the reporting date are permitted to delay their one resubmission, as specified in the resubmission policy. symbol 110 \f "Wingdings" \s 8 \h For students in ADA eligibility categories 7 and 8, create at least one 500 record for each student who attended at least 45 minutes in the OFSDP within the indicated reporting period, or who attended at least 45 minutes in the HSEP within the indicated reporting period. OFSDP students attending fewer than 45 minutes of instruction on a particular day will not be eligible for reporting time/minutes for that day (e.g., a student who attended only 30 minutes of instruction on September 19 would not be eligible for reporting time/minutes for that day). HSEP students attending fewer than 45 minutes of instruction on a particular day will not be eligible for reporting time/minutes for that day. symbol 110 \f "Wingdings" \s 8 \h Each increment of 360 minutes reported on the 500 record under FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT or FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT will be converted to one day of eligible or ineligible day present. For a particular six weeks, 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. symbol 110 \f "Wingdings" \s 8 \h A district must report all minutes of instruction attended by a student for each six week reporting period. However, no student may generate more than one (1.000) ADA for Foundation School Program funding purposes for a school year within a district and/or campus. If a student participates in both a flexible attendance program and the traditional attendance program, the student may not generate more than one (1.000) ADA for Foundation School Program funding purposes for a six-week reporting period within a district and/or campus. symbol 110 \f "Wingdings" \s 8 \h The Flexible-Attendance-Program-Type-code indicates whether the students attendance information is related to the OFSDP or the HSEP. symbol 110 \f "Wingdings" \s 8 \h The OFSDP and HSEP provide alternatives to the traditional attendance program and provide flexible attendance schedules. Students in these programs are still subject to minimum attendance requirements (Texas Education Code, 25.092). symbol 110 \f "Wingdings" \s 8 \h For a student who attends more than one grade, instructional track, or campus during a specific reporting period, create one 500 record for each grade, track, or campus. symbol 110 \f "Wingdings" \s 8 \h There must be a matching 500 record for each 505 record and 510 record. symbol 110 \f "Wingdings" \s 8 \h INSTRUCTIONAL-TRACK-INDICATOR-CODE differentiates instructional tracks within the same campus. A campus must assign a unique INSTRUCTIONAL-TRACK-INDICATOR-CODE (09) to each differing instructional calendar on a campus. It is recommended that each campus begin with code 0 and assign additional codes in sequence. symbol 110 \f "Wingdings" \s 8 \h REPORTING-PERIOD-INDICATOR-CODE identifies the six-week reporting period. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is the actual number of instructional days in the school/instructional track calendar for a specific reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All the students in a particular school/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. Note: For the OFSDP Credit Recovery Program reported in Submission 4, DAYS-TAUGHT must be reported as 30 days. symbol 110 \f "Wingdings" \s 8 \h The "total minutes" and total days of eligibility reported for several of the data elements on the 500 record are the totals for the 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, create only one 500 record for the student. Report the total minutes and total days of eligibility for each data element on that single 500 record. symbol 110 \f "Wingdings" \s 8 \h For FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE, FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE, and FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE, report days of eligibility only in whole numbers. symbol 110 \f "Wingdings" \s 8 \h Report minutes of eligibility only in whole numbers, rounded down to the nearest minute, with a 45 minute minimum for the OFSDP and a 45 minute minimum for the HSEP. The will convert minutes to ADA for funding purposes. symbol 110 \f "Wingdings" \s 8 \h 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). symbol 110 \f "Wingdings" \s 8 \h Report eligible minutes present and ineligible minutes present on the same 500 record. symbol 110 \f "Wingdings" \s 8 \h Do not create a 500 record for a student who was not in attendance at least 45 minutes of one day in the OFSDP during the reporting period indicated or who was not in attendance at least 45 minutes of one day in the HSEP during the reporting period indicated. symbol 110 \f "Wingdings" \s 8 \h Create 500 records for only those students who are enrolled in the OFSDP or the HSEP in the district. symbol 110 \f "Wingdings" \s 8 \h GIFTED-TALENTED-INDICATOR-CODE must reflect the student's participation in the G/T program for the six-week reporting period. If a student leaves the program during a reporting period, show a "0" code for him or her in the subsequent period, unless the student returns to the G/T program during that period. symbol 110 \f "Wingdings" \s 8 \h Report flex-attend-total-PRS-Days-ELIGIBLE on the 500 record only for a female OFSDP student who meets the eligibility requirements for the Pregnancy Related Services program (pregnant or in the postpartum period) and is receiving PRS services from the district. symbol 110 \f "Wingdings" \s 8 \h The Pregnancy, Education, and Parenting (PEP) program is a state-funded competitive grant that provides services to pregnant and parenting students. It is described in TEC 29.085 and is separate from the Pregnancy Related Services (PRS) program. Both males and females may participate in the PEP program. symbol 110 \f "Wingdings" \s 8 \h For a listing of currently funded Pregnancy, Education, and Parenting program grant districts, visit the PEP Web page on the Web site at the following URL:  HYPERLINK "http://www.tea.state.tx.us/pep/contacts.html" http://www.tea.state.tx.us/pep/contacts.html. symbol 110 \f "Wingdings" \s 8 \h It is the responsibility of the districts PEP program staff to determine program eligibility of participating students. symbol 110 \f "Wingdings" \s 8 \h PEP program staff are responsible for providing to PEIMS staff a listing of all eligible participants (based on a district-defined schedule). PEIMS staff must provide PEP program staff with EDIT+ reports for data verification purposes in preparation for the PEIMS summer submission. symbol 110 \f "Wingdings" \s 8 \h Male students are not eligible for pregnancy related services. symbol 110 \f "Wingdings" \s 8 \h If a student has been identified as Limited English Proficient (LEP) at any time during the school year, identify the student as LEP using the appropriate LEP-INDICATOR-CODE on the 500 record, regardless of what was reported on the 110 record. The LEP-INDICATOR-CODE must reflect LEP identification for the six-week reporting period. The LEP-INDICATOR-CODE is 1 if a 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 record is to meet cumulative reporting requirements for reporting to the United States Department of Education (Title l, Part A). Data Conversion Formulas/Rules Equivalent Days Present Calculation: FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT/360 minutes (6 hours x 60 minutes) = Calculated equivalent days present for the six-week reporting period Calculated equivalent days present/Days taught = ADA value for six-week reporting period Special Program Eligible Days Calculation The eligible days that a student can generate in special program areas are limited to the calculated equivalent days present. For example, if a student is eligible for ESL services every day of a 30-day six-week reporting period, but attends only a whole equivalent of 15 days (5400 minutes) during the reporting period, then only 15 days of the 30 days of ESL services eligibility can be used in the calculation of ESL weighted funding. This limit also applies when calculating PRS days funded and special education mainstream days funded. Example of Flexible Attendance Bilingual/ESL ADA: Student Jane Smith Reporting Period 1 Days Taught = 30 Days ESL eligible = 30 Flexible Attendance ADA minutes = 5,400 minutes Flexible Attendance ADA = 5,400 minutes / 360 minutes = 15.000 ADA Result: This student would also be funded for 15 days of Flexible Attendance ESL eligibility. 15 is the lower of the Flexible Attendance equivalent days present and the days eligible for ESL services. Flexible Attendance Bilingual/ESL ADA = .500 (15 ESL days / 30 Days taught) ____________________________________________________________ Example of Flexible Attendance Special Education Mainstream ADA: Student John Jones 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 This student 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 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 Ed Mainstream ADA = .357 (10.69 Flexible Attendance Mainstream Days / 30 Days Taught) 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 IDPEP Indicator CodePrimary Disability CodeMultiply Disabled Indicator CodeE1046E1047E1048E1049E1050E0034E0923E1012E0041E0882C088C088C053C088Columns 36 - 40Columns 41 - 45Columns 46 - 48Columns 49 - 51Columns 52 - 54Column 55Columns 56 - 64Column 65Columns 66 - 67Column 68075000000000003003000080090000000000003003000080 LEP Indicator CodeFillerE0790C061Column 69Columns 70 8011 symbol 110 \f "Wingdings" \s 8 \h District-id 256905 indicates the county district number for Learning ISD is 256-905. symbol 110 \f "Wingdings" \s 8 \h Student-id 150000091 indicates the social security identification number for Tex Student. symbol 110 \f "Wingdings" \s 8 \h Campus-id-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. symbol 110 \f "Wingdings" \s 8 \h Instructional-track-indicator-code 0 indicates that Tex is enrolled on the 0 calendar track. symbol 110 \f "Wingdings" \s 8 \h Reporting-Period-Indicator codes 2 and 3 indicate that the data reported was for the 2nd and third six weeks reporting periods. symbol 110 \f "Wingdings" \s 8 \h Number-days-taught 030 indicates that the 2nd and 3rd six weeks have 30 days taught in each. symbol 110 \f "Wingdings" \s 8 \h Grade-level-code 12 indicates that Tex is in the 12th grade. symbol 110 \f "Wingdings" \s 8 \h Flexible-attendance-program-type-code 1 indicates that Tex is enrolled in the Optional Flexible School Day Program. symbol 110 \f "Wingdings" \s 8 \h Flex-attend-total-eligible-minutes-present 07500 indicates that Tex attended 7500 minutes of instruction for the 2nd six weeks. symbol 110 \f "Wingdings" \s 8 \h Flex-attend-total-eligible-minutes-present 09000 indicates that Tex attended 9000 minutes of instruction for the 3rd six weeks. symbol 110 \f "Wingdings" \s 8 \h Flex-attend-total-INeligible-minutes-present 00000 indicates that Tex had 0 minutes of ineligible instruction for the 2nd and 3rd six weeks. symbol 110 \f "Wingdings" \s 8 \h Flex-Attend-Total-PRS-Days-Eligible 000 indicates that the Tex had 0 days of PRS eligibility. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Gifted-Talented-Indicator-Code 0 indicates that Tex was not in the gifted and talented education program. symbol 110 \f "Wingdings" \s 8 \h PEP-indicator-code 0 indicates that Tex is not in the PEP program. symbol 110 \f "Wingdings" \s 8 \h Primary-disability-code 08 indicates that Tex does not have special education disability. symbol 110 \f "Wingdings" \s 8 \h Multiply-disabled-indicator-code 0 indicates that Tex does not have multiple disabilities. symbol 110 \f "Wingdings" \s 8 \h 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 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 IDPEP Indicator CodePrimary Disability CodeMultiply Disabled Indicator CodeE1046E1047E1048E1049E1050E0034E0923E1012E0041E0882C088C088C053C088Columns 36 - 40Columns 41 - 45Columns 46 - 48Columns 49 - 51Columns 52 - 54Column 55Columns 56 - 64Column 65Columns 66 - 67Column 68013500000000000000000000034200000000000000000000 LEP Indicator CodeFillerE0790C061Column 69Columns 70 8000 symbol 110 \f "Wingdings" \s 8 \h District-id 256905 indicates the county district number for Learning ISD is 256-905. symbol 110 \f "Wingdings" \s 8 \h Student-id 000556487 indicates the social security identification number for Ted Learner. symbol 110 \f "Wingdings" \s 8 \h Student-id 000156400 indicates the social security identification number for Bill Student. symbol 110 \f "Wingdings" \s 8 \h Campus-id-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. symbol 110 \f "Wingdings" \s 8 \h Instructional-track-indicator-code 0 indicates that Ted and Bill are enrolled on the 0 calendar track. symbol 110 \f "Wingdings" \s 8 \h Reporting-Period-Indicator code 3 indicates that the data reported was for the third six weeks reporting periods. symbol 110 \f "Wingdings" \s 8 \h Number-days-taught 030 indicates that the 3rd six weeks has 30 days taught. symbol 110 \f "Wingdings" \s 8 \h Grade-level-code 12 indicates that Ted and Bill are both in the 12th grade. symbol 110 \f "Wingdings" \s 8 \h Flexible-attendance-program-type-code 2 indicates that Ted is enrolled in the High School Equivalency Program. symbol 110 \f "Wingdings" \s 8 \h Flexible-attendance-program-type-code 1 indicates that Bill is enrolled in the Optional Flexible School Day Program. symbol 110 \f "Wingdings" \s 8 \h Flex-attend-total-eligible-minutes-present 01350 indicates that TED attended 1350 minutes of HSEP instruction for the 3rd six weeks. symbol 110 \f "Wingdings" \s 8 \h Flex-attend-total-eligible-minutes-present 03420 indicates that Bill attended 3420 minutes of OFSDP instruction for the 3rd six weeks. symbol 110 \f "Wingdings" \s 8 \h Flex-attend-total-INeligible-minutes-present 00000 indicates that Ted and Bill had 0 minutes of ineligible instruction for the 3rd six weeks. symbol 110 \f "Wingdings" \s 8 \h Flex-Attend-Total-PRS-Days-Eligible 000 indicates that the Ted and Bill had 0 days of PRS eligibility. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Gifted-Talented-Indicator-Code 0 indicates that Ted and Bill were not in the Gifted and Talented education program. symbol 110 \f "Wingdings" \s 8 \h PEP-indicator-code 0 indicates that Ted and Bill are not in the PEP program. symbol 110 \f "Wingdings" \s 8 \h Primary-disability-code 00 indicates that Ted and Bill do not have special education disability. symbol 110 \f "Wingdings" \s 8 \h Multiply-disabled-indicator-code 0 indicates that Ted and Bill do not have multiple disabilities. symbol 110 \f "Wingdings" \s 8 \h 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 symbol 110 \f "Wingdings" \s 8 \h Refer to the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook for special education eligibility information and complete coding instructions. symbol 110 \f "Wingdings" \s 8 \h Create a 505 record for each eligible student served through the special education program if the student is enrolled in the Optional Flexible School Day Program (OFSDP) or the High School Equivalency Program (HSEP). This includes a student who is a private school student with disabilities and is receiving special education services under an individualized services plan. Report the number of days in the six-week reporting period that the student was eligible for services for a particular instructional setting. symbol 110 \f "Wingdings" \s 8 \h The PEIMS 505 Special Education Flexible Attendance data record is also used to report the Optional Flexible School Day Credit Recovery Program attendance. Flexible Attendance Program Type Code 3 is used to designate this program on these records. This attendance information is collected in Submission 4. However, a student cannot generate for than 1.000 ADA of funding for a school by combining the regular year and post school year eligible days present. symbol 110 \f "Wingdings" \s 8 \h For students participating in the OFSDP, create at least one 505 record for each special education student who was served in a funded instructional setting and attended the OFSDP within the indicated reporting period and received special education services per the individualized education program (IEP), or attended the High School Equivalency Program (HSEP) within the indicated reporting period and received special education services per the IEP. symbol 110 \f "Wingdings" \s 8 \h For each student with a 505 record, there must be a 500 record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is the actual number of instructional days in the school/track calendar for a specific reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All the students in a particular school/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. Note: For the OFSDP Credit Recovery Program reported in Submission 4, DAYS-TAUGHT must be reported as 30 days. symbol 110 \f "Wingdings" \s 8 \h The Flexible-Attendance-Program-Type-code indicates whether the students attendance information is related to the OFSDP or the HSEP. symbol 110 \f "Wingdings" \s 8 \h Report a student who changes INSTRUCTIONAL-SETTING-CODEs during a reporting period on a single 505 record, unless the record key changes. symbol 110 \f "Wingdings" \s 8 \h Create a separate 505 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. symbol 110 \f "Wingdings" \s 8 \h Do not create a 505 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. symbol 110 \f "Wingdings" \s 8 \h Do not report FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE information on the 505 record. Report this information on the 500 record. symbol 110 \f "Wingdings" \s 8 \h A student attending the Texas School for the Deaf (TSD) or the Texas School for the Blind and Visually Impaired (TSBVI) is ADA ineligible. Do not create a 505 record for the student. symbol 110 \f "Wingdings" \s 8 \h 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 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. Data Conversion Formulas/Rules 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) = Total Eligible Special Education Contact Hours Total Eligible Special Education Contact Hours/(Days Taught x 6 hours) = Special Education Full Time Equivalents (FTEs) in Instructional Setting for the six-week reporting period Example Susie Sims attended school for 6000 minutes Instructional Setting is Resource Room Eligible for all 30 days in the six-weeks Flex Attend Equivalent Days Present = 16.67 (6000/360minutes = 16.666) Flex Attend Contact Hours =47.66 (16.67 x 2.859 = 47.659) flex-attend-total-ELIGIBLE-MINUTES-PRESENT/360 = Flex Attend Equivalent Days Present 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 record for a particular six-week reporting period. For example, if a student was eligible for resource room special education services every day of a 30-day six-week reporting period, but attended only a whole equivalent of 15 days (5400 minutes) during the reporting period, then only 15 days of the 30 days of resource room special education services eligibility can be used in the calculation of special education weighted funding for the resource room services. Example 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 symbol 110 \f "Wingdings" \s 8 \h District-ID 256905 indicates the county district number for Learning ISD is 256-905. symbol 110 \f "Wingdings" \s 8 \h Student-ID 850000079 indicates the social security identification number for Tex Learner. symbol 110 \f "Wingdings" \s 8 \h Campus-ID-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. symbol 110 \f "Wingdings" \s 8 \h Instructional-track-indicator-code 0 indicates that Tex is enrolled on the 0 calendar track. symbol 110 \f "Wingdings" \s 8 \h Reporting-Period-Indicator-code 1 indicates that the data reported was for the 1st six weeks reporting period. symbol 110 \f "Wingdings" \s 8 \h Number-days-taught 030 indicates that the 1st six weeks has 30 days taught. symbol 110 \f "Wingdings" \s 8 \h Grade-level-code 09 indicates that Tex is in the 9th grade. symbol 110 \f "Wingdings" \s 8 \h Flexible-Attendance-Program-Type-CodE 1 indicates that Tex is enrolled in the Optional Flexible School Day Program symbol 110 \f "Wingdings" \s 8 \h Instructional-Setting-Code 00 indicates that Tex is in the Speech Instructional Setting. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Flex-Attend-Excess-Minutes-in-Instructional-Setting 00000 indicates that Tex did not generate excess minutes in his Instructional Setting. symbol 110 \f "Wingdings" \s 8 \h 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 - 80 symbol 110 \f "Wingdings" \s 8 \h Refer to Section V of the HYPERLINK "http://www.tea.state.tx.us/school.finance/handbook/index.html"Student Attendance Accounting Handbook for Career and Technical Education (CTE) eligibility information and complete coding instructions. symbol 110 \f "Wingdings" \s 8 \h Create a 510 record for each eligible student who attended on a particular day at least 45 minutes of instruction and was served in an approved career and technical education program in the district. If the district offers instruction in CTE courses that have not been approved for funding, do not create a 510 record for any student served in those courses. symbol 110 \f "Wingdings" \s 8 \h The PEIMS 510 Career and Technical Education Flexible Attendance data record is also used to report the Optional Flexible School Day Credit Recovery Program attendance. Flexible Attendance Program Type Code 3 is used to designate this program on these records. This attendance information is collected in Submission 4. However, a student cannot generate for than 1.000 ADA of funding for a school by combining the regular year and post school year eligible days present. symbol 110 \f "Wingdings" \s 8 \h For students in grades 712, create at least one 510 record for each student who attended at least 45 minutes on a particular day in the Optional Flexible School Day Program (OFSDP) and participated in the CTE program within the indicated reporting period. symbol 110 \f "Wingdings" \s 8 \h For students in grades 712, create at least one 510 record for each student who attended at least 45 minutes on a particular day in the High School Equivalency Program (HSEP) and participated in the CTE program within the indicated reporting period for at least 45 minutes. symbol 110 \f "Wingdings" \s 8 \h Students in grades 7 and 8 can only be reported for approved Career and Technical Education for the Disabled (CTED) courses. See the Student Attendance Accounting Handbook, Section V. symbol 110 \f "Wingdings" \s 8 \h For each student with a 510 record, there must be a 500 record with matching values for CAMPUS-ID-OF-ENROLLMENT, INSTRUCTIONAL-TRACK-INDICATOR-CODE, REPORTING-PERIOD-INDICATOR-CODE, NUMBER-DAYS-TAUGHT, and GRADE-LEVEL-CODE. symbol 110 \f "Wingdings" \s 8 \h NUMBER-DAYS-TAUGHT is the actual number of instructional days in the school/track calendar for a specific reporting period. Instructional days do not include days of teacher in-service or preparation, or holidays. All the students in a particular school/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. Note: For the OFSDP Credit Recovery Program reported in Submission 4, DAYS-TAUGHT must be reported as 30 days. symbol 110 \f "Wingdings" \s 8 \h The Flexible-Attendance-Program-Type-code indicates whether the students attendance information is related to the OFSDP or the HSEP. symbol 110 \f "Wingdings" \s 8 \h Report all of a student's CTE participation for a particular reporting period on a single 510 record, unless the record key changes. symbol 110 \f "Wingdings" \s 8 \h 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. symbol 110 \f "Wingdings" \s 8 \h Do not create a 510 record for any student in grades EE through 6. symbol 110 \f "Wingdings" \s 8 \h Do not create a 510 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. Flex attend total career tech minutes present/ (Days taught x 360 minutes) = Flexible Attendance Career and Technical Education Full Time Equivalents (FTEs) per 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 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. Time spent at a work-based learning (WBL) training site is instructionally engaged time. Up to 120 minutes required time at a training site can be counted per instructional day in the OFSDP. Allowable Uses of Career and Technical Education SERVICE-IDs on Code Table C022, By Asterisk Indicator Number of Asterisks Associated with SERVICE-IDs on Code Table C022090 Teacher Record170 Student Record410 or 510 Attendance Record (for weighted funding) 415 Course Completion Record* (Grade 9-12 CTE courses with no WBL component)XXX (If ADA eligibility requirements are met)X** (Grade 6-8 or 7-8 CTE courses)XXX (If student is participating in a CTE for the Disable course)*** (Career Preparation Teacher Code)X**** (Training Area Student Code)XX (If ADA eligibility requirements are met)X***** (Grade 9-12 CTE courses with no weighted funding)XXX 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 symbol 110 \f "Wingdings" \s 8 \h District-id 256905 indicates the county district number for Learning ISD is 256-905. symbol 110 \f "Wingdings" \s 8 \h Student-id 640000013 indicates the social security identification number for Jeff Learner. symbol 110 \f "Wingdings" \s 8 \h Campus-id-of-enrollment 256905001 indicates the campus number for Learning High School is 256-905-001. symbol 110 \f "Wingdings" \s 8 \h Instructional-track-indicator-code 0 indicates that Jeff is enrolled on the 0 calendar track. symbol 110 \f "Wingdings" \s 8 \h Reporting-Period-Indicator-code 1 indicates that the data reported was for the 1st six weeks reporting period. symbol 110 \f "Wingdings" \s 8 \h Number-days-taught 030 indicates that the 1st six weeks has 30 days taught. symbol 110 \f "Wingdings" \s 8 \h Grade-level-code 11 indicates that Jeff is in the 11th grade. symbol 110 \f "Wingdings" \s 8 \h Flexible-attendance-program-type-code 1 indicates that Jeff is enrolled in the Optional Flexible School Day Program. symbol 110 \f "Wingdings" \s 8 \h Flex-Attend-Total-Career-Tech-Minutes-Present 05400 indicates that Jeff attended 5400 minutes of instruction related to his Career and Technical coursework. symbol 110 \f "Wingdings" \s 8 \h 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.     2008-2009 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT Data Submission Requirements 2003-2004 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT Data Submission Requirements 2. PAGE 174 5.page 172 2. PAGE 143 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2. PAGE 144 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 011 ORGANIZATION DATA - SHARED SERVICES ARRANGEMENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 030 DISTRICT FINANCE DATA - BUDGET 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 032 DISTRICT FINANCE DATA - ACTUAL 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 033 DISTRICT FINANCE DATA SHARED SERVICES ARRANGEMENT ACTUAL 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 040 STAFF DATA IDENTIFICATION/DEMOGRAPHIC 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 043 STAFF DATA DEMOGRAPHIC 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 050 STAFF DATA EMPLOYMENT- PAYROLL SUMMARY 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 060 STAFF DATA EMPLOYMENT PAYROLL ACCOUNTING 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT 090 STAFF DATA - RESPONSIBILITIES 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2009-2010 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT 090 STAFF DATA - RESPONSIBILITIES 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2009-2010 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT 105 STUDENT DATA - STUDENT ID NUMBER CHANGE 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT 170 STUDENT DATA - CAREER AND TECHNICAL EDUCATION (CTE) COURSE 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT 203 SCHOOL LEAVER DATA - STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 300 COURSE SECTION DATA CAMPUS 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 305 STAFF DATA CHER CLASS ASSIGNMENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 400 BASIC ATTENDANCE DATA - STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 405 SPECIAL EDUCATION ATTENDANCE DATA - STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 407 STUDENT DATA - OPTIONAL EXTENDED YEAR PROGRAM (OEYP) 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 408 STUDENT DATA - EXTENDED SCHOOL YEAR (ESY) SERVICES 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 410 CAREER & TECHNICAL EDUCATION (CTE) ATTENDANCE- STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 415 COURSE COMPLETION DATA - STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 425 DISCIPLINARY ACTION DATA - STUDENT  DOCPROPERTY DS_Cur_School_Yr \* MERGEFORMAT 2009-2010 PEIMS Data Standards Section 2: Data Submission Requirements  STYLEREF "Heading 1" \* MERGEFORMAT  2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 435 SPECIAL EDUCATION CHILD RESTRAINT - STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 461 STUDENT DATA - TITLE I, PART A  2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 500 FLEXIBLE ATTENDANCE DATA STUDENT PAGE  2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 505 SPECIAL EDUCATION FLEXIBLE ATTENDANCE DATA - STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements 510 CAREER & TECHNICAL EDUCATION (CTE) FLEXIBLE ATTENDANCE- STUDENT 2010-2011 PEIMS Data Standards Section 2: Data Submission Requirements  ()FQ A\uy˼˝sddsddXXhUCJOJQJaJh,hzCJOJQJaJh!CJOJQJaJhzCJOJQJaJ"h,h] 5CJOJQJ\aJh,h] CJOJQJaJh,h] 5CJOJQJaJh,h] CJOJQJaJh,h] CJaJh,h] CJaJh,h] 5CJ&OJQJaJ&h,h] CJ&OJQJaJ& ()FGH * + B C J & Fgd1 & FdgdAydgd1gd1$a$gd1$a$gd1 $dXa$gd1 $Xa$gd1!8DPQ^hW & Fxx$Ifgd1skd$$Ifl4\.! p4 laf4$ & F$Ifa$gd1 & Fgd1 & 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Ldor more CTE   % FEMF++@ *@$BBffF@C6@ courses for =?=?+>?"s>?>?>?y>?y>? ?? ????x'????   % T!C/gBB- Ldcourses for % F|EMF++@ *@$BBffF@C6@H<3 \0??(B????   % TXE!L/gBBE-LP3 % FEMF++@ *@$BBffF@C6@xor more K??\??g??dp??@??@l??@??@????   % T|O!y/gBBO-L\or more  % FEMF++@ *@$BBffF@C6@|pcreditsq>1?q>1??1??1?x'?1?.?1?x7?1???   % Tx+-N;gBB+9L\credits% FtEMF++@ *@$BBffF@C6@@4?xG?1???   % TTN-S;gBBN9LP?% F@4EMF++@ @$ICC].C "C$$==% % V0'`)b)b``% % $$AAFEMF+@D8?@@H<IC!&DC!&DCCICCIC!&D@$$==_888% % V0()b)b``)% % $$AA( FEMF+*@$BBICC6@Does the student<===@>=>=>=i>=1>=>=0?=?= ?=(?=:?=L?=\^?=(p?=??   % TgBBLlDoes the student % FtEMF++@ *@$BBICC6@@4' y?=??   % TTgBBLP'% F|EMF++@ *@$BBICC6@H<s (?=@?=??   % TXgBBLPs % FtEMF++@ *@$BBICC6@@44<r|>??   % TTgBBLP4% FtEMF++@ *@$BBICC6@@4-D=r|>??   % TTgBBLP-% FPDEMF++@ *@$BBICC6@year plan include the B>r|>BN>r|>>r|>Q>r|>>r|>i>r|>>r|>?r|>h?r|>4'?r|>0?r|>47?r|>I?r|>Y?r|>`?r|>q?r|>@ځ?r|>@?r|>@2?r|>@?r|>@?r|>@p?r|>??   % TgBBLxyear plan include the % FEMF++@ *@$BBICC6@ following9>9>>9>>9>>9> >9>?9>?9> ?9>1?9>??   % TgBB L`following % FtEMF++@ *@$BBICC6@@4:C?9>??   % TTgBBLP:% FEMF++@ *@$BBICC@0$>6İ4<@???   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( RpArialArial Arialw|`|]|| | P @wxؚ|| |wP!2T+w @w dv% TXCIT!BUu!BCLPst% FEMF++@ *@$BBNMC9ZC@0$>ARIAL6@H<: ?r|> ?r|>??   ( RpArialArial Arialw|`|]|| | P @wxؚ|| |wP!2T+w @w dv% TXJNT!BUu!BJLP: % FEMF++@ *@$BBNMC9ZC6@l`Oral Language Proficiency Test S?r|> ż?r|> ?r|> ?r|> W?r|> ?r|> ?r|> u?r|> ;?r|> ?r|>c@r|>@r|> @r|>,@r|>e@r|>@r|>@r|>@r|>e"@r|>$@r|>)@r|>J+@r|>/@r|>4@r|>9@r|>=@r|>?@r|>D@r|>I@r|>M@r|>2P@r|>??   % TRT!BUu!BRLOral Language Proficiency Test % FtEMF++@ *@$BBNMC9ZC6@@4(kR@r|>??   % TT  T!BUu!B LP(% FEMF++@ *@$BBNMC9ZC6@\POLPTU@r|>N[@r|>1`@r|>e@r|>??   % Td *T!BUu!B LTOLPT % FtEMF++@ *@$BBNMC9ZC6@@4)jj@r|>??   % TT-/T!BUu!B-LP)% FtEMF++@ *@$BBNMC9ZC6@@425>9>??   % TT T!BUu!B LP2% FEMF++@ *@$BBNMC9ZC@0$`=ARIAL6@H<ndͧ>>5>>??   ( RpArialArial Arialw|`|]|| | P @wxؚ|| |wP!2T+w @w dv% TXT!BUu!BLPnd% FEMF++@ *@$BBNMC9ZC@0$>ARIAL6@@4 >9>??FtEMF++@ *@$BBNMC9ZC6@@4-e>9>??   ( RpArialArial Arialxw|`|]|| | P @wxؚ|| |wP!2T+w @w dv% TT T!BUu!B LP-% FtEMF++@ *@$BBNMC9ZC6@@4 ?9>??F|EMF++@ *@$BBNMC9ZC6@H<12 ?9>?9>??   % TX  T!BUu!B LP12% FEMF++@ *@$BBNMC9ZC@0$`=ARIAL6@H<thV-?>C4?>??   ( RpArialArial Arialw|`|]|| | P @wxؚ|| |wP!2T+w @w dv% TXT!BUu!BLPth% FEMF++@ *@$BBNMC9ZC@0$>ARIAL6@H<: @?9>K?9>??   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H &55r5n555 5 / / / 44 Hayty~!$$If!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / / / 44 Hayty~/$$If!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / / /  / 44 Hayty~/$$If!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / /  / / 44 Hayty~/$$If!v h555r5n55555 5 #v#vr#vn#v#v#v #v :V H &55r5n555 5 / /  / / 44 Hayty~'$$If!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$, 5558555*5 / / / 44 Hayty~!$$If!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 / / / 44 Hayty~!$$If!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 / / / 44 Hayty~/$$If!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 / / /  / 44 Hayty~K$$If!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 /  /  / /   / / 44 Hayty~K$$If!v h555585555*5 5 #v#v#v8#v#v#v*#v :V H$5558555*5 /  /  / /   / / 44 Hayty~'$$If!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%, 55r5555 5 / / / 44 Hayty~!$$If!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / / / 44 Hayty~!$$If!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / / / 44 Hayty~/$$If!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / / /  / 44 Hayty~/$$If!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / /  / / 44 Hayty~/$$If!v h555r555555 5 #v#vr#v#v#v#v #v :V HV%55r5555 5 / /  / / 44 Hayty~ $$If!v h55555555*5 *5 *#v#v#v#v#v *:V H#, 55555 */ / / 44 Hayty~$$If!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */ / / 44 Hayty~$$If!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */ / / 44 Hayty~$$If!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */ / /  / 44 Hayty~/$$If!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */  /  / /   / / 44 Hayty~/$$If!v h55555555*5 *5 *#v#v#v#v#v *:V H#55555 */  /  / /   / / 44 Hayty~'$$If!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#, 555*5555 / / / 44 Hayty~!$$If!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / / / 44 Hayty~!$$If!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / / / 44 Hayty~/$$If!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / / /  / 44 Hayty~/$$If!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / /  / / 44 Hayty~/$$If!v h555*5*55555 5 #v#v#v*#v#v#v#v :V H#555*5555 / /  / / 44 Hayty~$$If!v h55555a5|5*5*5 #v#v#v#va#v|#v*#v :V Hj , 5555a5|5*5 / 44 Haytf$$If!v h55555a5|5*5*5 #v#v#v#va#v|#v*#v :V Hj 5555a5|5*5 / 44 Haytf$$If!v h55555a5|5*5*5 #v#v#v#va#v|#v*#v :V Hj 5555a5|5*5 / 44 Haytf$$If!v h55555a5|5*5*5 #v#v#v#va#v|#v*#v :V Hj 5555a5|5*5 / 44 Haytf5$$If!v h55555a5|5*5*5 #v#v#v#va#v|#v*#v :V Hj 5555a5|5*5 /  /   /  / / 44 Haytf5$$If!v h55555a5|5*5*5 #v#v#v#va#v|#v*#v :V Hj 5555a5|5*5 /  /  / / /   44 Haytf$$If!vh55F5#v#vF#v:V H ,55F5/ / /  44 Haytf$$If!vh55F5#v#vF#v:V H 55F5/ / /  44 Haytf$$If!vh55F5#v#vF#v:V H 55F5/ / /  44 Haytf$$If!vh55F5#v#vF#v:V H 55F5/  / /  /  44 Haytf $$If!vh55F5#v#vF#v:V H  55F5/ /  /  / 44 Hapytf $$If!vh55F5#v#vF#v:V H  55F5/  / /  /  44 HapytfDyK yK |http://www.tea.state.tx.us/school.finance/handbook/index.htmlDyK yK @http://www.tea.state.tx.us/nclb$$If!v h555555555 5 #v#v#v#v#v#v :V H, 555555 / 44 Haytf$$If!v h555555555 5 #v#v#v#v#v#v :V H555555 / 44 Ha$$If!v h555555555 5 #v#v#v#v#v#v :V H555555 / 44 Ha$$If!v h555555555 5 #v#v#v#v#v#v :V H555555 / /  44 Ha)$$If!v h555555555 5 #v#v#v#v#v#v :V H555555 /  /   /  / / 44 Ha)$$If!v h555555555 5 #v#v#v#v#v#v :V H555555 /  /  / / / 44 Ha)$$If!v h555555555 5 #v#v#v#v#v#v :V H555555 /  /  / / /   44 Ha$$If!vh55#v:V H,5/ /  44 Haytm$$If!vh55#v:V H5/ /  44 Hayt$$If!vh55#v:V H5/ /  44 Hayt$$If!vh55#v:V H5/ /  44 Hayt$$If!vh55#v:V H 5/ /  /  /  / 44 Hapyt$$If!vh55#v:V H 5/ /  /  / 44 Hapyt$$If!vh55#v:V H 5/ /  /  /  / 44 Hapyt=$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr', 55r5555 / / /  / /  44 Haytfkd" $$IfH Hb !&. 6$'r  r',,,,4 Haytf1$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr'55r5555 / / /  / /  44 HakdQ $$IfH Hb !&. 6$'r  r',,,,4 Ha1$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr'55r5555 / / /  / /  44 Hakdn$$IfH Hb !&. 6$'r  r',,,,4 Ha1$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V Hr'55r5555 / / /  / /  44 Hakd$$IfH Hb !&. 6$'r   r',,,,4 Ha,$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V H nr'55r5555 /  /   /  / / 44 Hapnkd$$IfH Hb !&. 6$'  r           nr',,,,4 Hapn,$$If!v h55r5555555 5 5 #v#vr#v#v#v#v :V H nr'55r5555 /  /  / / /   44 Hapnkd $$IfH Hb !&. 6$'  r           nr',,,,4 HapnDyK yK |http://www.tea.state.tx.us/school.finance/handbook/index.html$$If!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$, 5d5w5565 / 44 Haytf$$If!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 / 44 Ha$$If!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 / 44 Ha$$If!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 / /  44 Ha7$$If!v h5d5w55655555 5 #vd#vw#v#v6#v :V HH$5d5w5565 /  /  / / /   /   / 44 Ha$$If!vh5555555`5`#v#v#v#v`:V H,5555`/ 44 Haytf$$If!vh5555555`5`#v#v#v#v`:V H5555`/ 44 Ha$$If!vh5555555`5`#v#v#v#v`:V H5555`/ 44 Ha$$If!vh5555555`5`#v#v#v#v`:V H5555`/  44 Ha$$If!vh5555555`5`#v#v#v#v`:V H5555`/  /  / / / 44 Ha$$If!vh5555555`5`#v#v#v#v`:V H5555`/  /  / / /  44 Ha$$If!vh5`5`5`5`5`5`5#v`#v:V H,5`5/ /  44 Haytf$$If!vh5`5`5`5`5`5`5#v`#v:V H5`5/ 44 Ha$$If!vh5`5`5`5`5`5`5#v`#v:V H5`5/ 44 Ha$$If!vh5`5`5`5`5`5`5#v`#v:V H5`5/  /  44 Ha|$$If!vh5`5`5`5`5`5`5#v`#v:V H F5`5/ /  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