Transcript PEIMS CHANGES - Region 14 ESC
2014-2015
1
Introduction
Due Dates
PEIMS Data Standard Changes
C022 Changes
Attendance Handbook Changes
Attendance Reminders
TSDS TIMS Ticket training
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2014-2015 PEIMS S UBMISSION AND R ESUBMISSION T IMELINES 2014-2015 PEIMS S UBMISSION AND R ESUBMISSION T IMELINES September 26, 2014 EDIT+ ready for ESCs to accept LEA and ESC files First submission due date for LEAs and ESCs Resubmission due date for LEAs and ESCs October 31, 2014 November 3, 2014 Midyear (Collection 2) (prior year data) Data available to customers Data available to customers March 5, 2015 March 5, 2015 Summer (Collection 3) (current year data) EDIT+ ready to process data EDIT+ ready for ESCs to accept LEA files April 6, 2015 First submission due date for LEAs Data available to customers September 18, 2015 Extended Year (Collection 4) (current year data) EDIT+ ready to process data April 6, 2015 First submission due date for LEAs Data available to customers October 22, 2015
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4
New Summer Submission – reported last year for the first time!
FINE-ARTS-CATEGORY-CODE (E1531) WELLNESS-AND-PHYSICAL-ED-CATEGORY-CODE (E1532) COMMUNITY-AND-PARENTAL-INVOLVEMENT-CATEGORY-CODE (E1533) 21 ST -CENTURY-WORKFORCE-DEVEL-PGM-CATEGORY-CODE (E1534) SECOND-LANG-ACQUISITION-PGM-CATEGORY-CODE (E1535) DIGITAL-LEARNING-ENVIRONMENT-CATEGORY-CODE (E1536) DROPOUT-PREVENTION-STRATEGIES-CATEGORY-CODE (E1537) EDUCATIONAL-PGM-FOR-GT-STUDENTS-CATEGORY-CODE (E1538) OVERALL-RATING-CATEGORY-CODE (E1539) STATUTORY-REPORTING-AND-POLICY-COMPLIANCE-CODE (E1540)
Submission 3: With the exception of the Texas Juvenile Justice Department (TJJD) (227622), all districts must assign and report performance ratings for the community and student engagement indicators 5
C198 PERFORMANCE-RATING-CODE 00 - Not Applicable 01 - Exemplary 02 - Recognized 03 - Acceptable 04 – Unacceptable C200 STATUTORY-REPORTING-AND-POLICY-COMPLIANCE INDICATOR-CODE 0 - No (Not In Compliance) 1 - Yes (In Compliance) 6
TOTAL-NUM-SCHOOL-BOARD-REQUESTS (E1556)
indicates the total number of requests submitted
outside of a school board meeting
by a member of the district’s board of trustees (school board) for information, documents, and records as specified in TEC SECTION 11.1512.
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TOTAL-COST-SCHOOL-BOARD-REQUESTS (E1557)
indicates the cost of fulfilling the total number of requests submitted
outside of a school board meeting
by a member of the district’s board of trustees (school board) for information, documents, and records as specified in TEC SECTION 11.1512.
The total number will be reported in Submission 3 only and must be blank in submissions 1, 2, and 4. The data collection period is from June 1 through May 31 of each year. The total number of school board member information requests is not reported by Open Enrollment Charter Schools.
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Table of Resource Guide Organization/Campus IDs.
Removed specific edit references.
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A 040 Staff Data – Identification/Demographic record
must be reported for the following submissions
:
Submission 1 Staff as of the Fall snapshot date (the last Friday in October): 1. Staff who are employed (on the payroll) or are volunteering on the Fall snapshot date. These staff are reported with 040, 043, 050, and 060 records.
2. Contracted classroom teachers assigned to the classroom on the Fall snapshot date. These contracted classroom teachers are not considered employees of the LEA, so they are reported with 040, 043, and 050 records only.
Staff who do not meet the conditions above are not reported in submission 1.
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For example:
Staff who have left employment before the Fall snapshot date.
Staff who have not begun employment as of the Fall snapshot date, even if they have begun employment by the time the data is submitted.
Submission 3
Staff with ROLE-IDs 047 (Substitute Teacher) and 087 (Teacher). These staff are reported with 040, 043, and 050 records.
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NUMBER-OF-DAYS-EMPLOYED and PERCENT DAY-EMPLOYED are reported as it was planned for the school year as of the Fall snapshot date. If a staff person’s situation changes after the Fall snapshot date, report that person only as they were employed on the Fall snapshot date (i.e. if changing from full time to part time after the snapshot date, report them as full time).
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.
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For Submission 1, AS-OF-STATUS-CODE is required indicates a student’s school-start window and Snapshot date enrollment status for the current year.
For Submission 3, AS-OF-STATUS-CODE is required indicates a student’s enrollment status in the district on the final day of the school year
For Submission 4, the AS-OF-STATUS-CODE is not reported.
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Example Prior year grade level Current year grade level Allowable AS-OF-STATUS CODES 1 2 3 4 5 6 05 06 06 07 07 06 06 06 07 07 08 08 (double promotion) X X X A-G A-G A-G
Note: Example 6 is the rare circumstance that a student in grade 6 is promoted to grade 8 by the as-of date. This places the student into the “leaver group”, and the student should report an AS-OF-STATUS-CODE other than “X”.
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GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student.
For Submission 1, the Grade Level Code of a student enrolled in the current school reflects the most current grade level of the student.
For Submission 3 and 4, Grade Level Code refers to the last grade level at the end of the school year or on the last day of enrollment of the school year.
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FOSTER-CARE-INDICATOR-CODE Added: The general term “foster care” for education purposes includes all students in the managing conservatorship (legal custody) of the Texas Department of Family and Protective Services (DFPS). This includes students placed by DFPS with a Kinship caregiver, when the child remains in the legal custody of Texas DFPS. The Texas Legislature only authorized TEA permission to collect the “foster care” status of students in Texas DFPS Managing Conservatorship. Students in foster care from other states must not be reported as foster care for PEIMS reporting purposes.
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For Foster Care Indicator Code 1,
order for this purpose. schools may accept any official Texas Department of Family and Protective Services form, listed below, that designate that a student is in Texas DFPS Managing Conservatorship. A school may also accept a copy of the court
Acceptable Documentation:
All forms in the 2085 series:
Foster Care/Residential Care - 2085 FC
Kinship or Other Non-Foster Caregiver - 2085 KO
Verified Kinship Foster Caregiver - 2085 KF Legal Risk - 2085 LR Home and Community-based Services (HCS) - 2085 HCS Supervised Independent Living - 2085 SIL Designation of Education Decision-Maker - 2085 E Designation of Medical Consenter - 2085 B DFPS Kinship Caregiver Agreement - 0695 Court-Order naming Texas DFPS as the Temporary Managing Conservator (TMC) or Permanent Managing Conservator (PMC).
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The “foster care” status of students is highly confidential. Foster care status and related information should be handled with the utmost sensitivity and in accordance with all FERPA guidelines. All foster care related documents should be stored under lock and key with other privacy protected records. Providing training for registrars, counselors, and school staff on confidentiality and sensitivity when enrolling students in foster care is highly recommended.
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Report a CHILD-COUNT-FUNDING TYPE CODE of “0” for special education students who
do not meet
requirements as specified for CHILD-COUNT FUNDING-TYPE CODE “3”. These students are less than 3
on the PEIMS fall snapshot date
and greater than 21 years of age on
September 1
.
Texas Education Agency – PEIMS Data Standards Changes Addendum Release 19
Report a CHILD-COUNT-FUNDING TYPE CODE of “3” for special education students
who meet
requirements as specified for CHILD-COUNT-FUNDING TYPE CODE “3”.
These students are at least 3 on the PEIMS fall snapshot date
and less than 22 years of age on September 1
.
Texas Education Agency – PEIMS Data Standards Changes Addendum Release 20
Input Record Type Code
E0755 C042
Columns 1 - 3
203 203
District ID
E0212
Student ID
E0001
Columns 4 - 9 Columns 10 - 18 Campus ID
E0266
Columns 19 - 27 Leaver Reason Code
E1001 C162
Columns 28 - 29 Filler Columns 30 - 33 Date of Graduation
E0791
Columns 34 - 39 Graduation Type Code
E0806 C062
Columns 40 - 41 FHSP Participant Code
E1541 C199
Column 42 FHSP Disting Level Achieve Indicator Code
E1542 C199
Column 43 Filler Columns 44-45 Local Student ID
E0923
Columns 46 - 54 STEM Endorse ment Indicator Code
E1544 C199
Column 55 Business and Industry Endorse ment Indicator Code
E1545 C199
Column 56 Public Services Endorse ment Indicator Code
E1546 C199
Column 57 Arts and Humanities Endorse ment Indicator Code
E1547 C199
Column 58 Multi Disciplinary Studies Endorse ment Indicator Code
E1548 C199
Column 59 Filler Columns 60 - 80
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The 203 Student School Leaver and Graduation Program record is reported in Submission 1 and Submission 3. In Submission 1, the 203 Student School Leaver record identifies students who were enrolled in grades 7-12 at some point during the prior school year and did not graduate, earn a GED by August 31, or return to school enrollment by the last Friday in September. In Submission 1, the 203 Student School Leaver record also identifies students who have graduated in the prior school year.
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In Submission 3, the 203 Student Graduation Program record identifies the intent of grade 9-12 students enrolled in the Foundation High School Program by collecting the Participant Code, Distinguished Level of Achievement Indicator Code, and the Endorsement Indicator Codes.
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For Submission 1, CAMPUS-ID on the 203 Student School Leaver record refers to the identification number of the campus in which the student was last enrolled.
For example, 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. If the Campus from which a student is a “school leaver” in the prior school year is no longer operational in the current school year, then the 203 Student School Leaver record must report the leaver data event using that student’s previous school year’s CAMPUS-ID. 24
For Submission 3, CAMPUS-ID on the 203 Student Graduation Program record refers to the campus that the high school student was enrolled in on the last day of the school year, or the last day of enrollment during the school year.
For example, if a student was enrolled at both campus 004 and campus 003 during the course of the school year and was last enrolled at campus 003, then the 203 Student Graduation Program record should reflect the Foundation High School Program data from campus 003 and not 004.
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LEAVER-REASON-CODE is only reported in Submission 1. All Leaver Reason Codes, other than code 98, require that the LEA obtain or maintain the documentation for each Leaver Reason Code as specified in Appendix D - Leaver Reason Codes and Documentation Requirements.
Appendix D provides an expanded definition and specific guidelines on acceptable documentation for each of the leaver reason codes listed in code table C162.
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The LEAVER-REASON-CODE code table C162 is footnoted, as follows, to indicate the codes that exclude students from being reported as dropouts in the state and federal accountability systems.
School leavers with this LEAVER-REASON-CODE are counted as dropouts for state accountability purposes: code 98.
School leavers with this LEAVER-REASON-CODE are counted as dropouts for federal accountability purposes: codes 88(court order GED), 89(state/fed jail adult), 98. These designations are provided for information purposes only. They are not the final or comprehensive description of the definitions used for dropout and completion processing. For more information please see the Secondary School Completion and Dropouts in Texas Public Schools.
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DATE-OF-GRADUATION is only reported in Submission 1.
The DATE-OF-GRADUATION for a student must fall within the time period of enrollment for the prior school year, up to and including the summer period between the prior school year and the current school year. (i.e. August 2013 through August 2014)
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GRADUATION-TYPE-CODE (E0806)
indicates the type of plan under which the student graduated.
The GRADUATION-TYPE-CODE is only reported in Submission 1 to identify those students who have graduated from high school in the previous school year.
Graduation data is reported for all students who graduated during the prior school year, including summer graduates up through August 31 st . 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. The GRADUATION TYPE-CODE code represents the program with the most stringent requirements that was completed by the student. Refer to the Texas State Graduation Requirements found on the TEA website at http://www.tea.state.tx.us/index2.aspx?id=2147486096 . 29
The following codes will apply only to students receiving special education and related services.
18 Completion Of Minimum Curriculum And Credit Requirements For Graduation Applicable To Students In General Education And Participated In The Exit-Level Assessment Instrument Identified In The IEP – Minimum High School Program TAC §89.1070(b)(2),revised August 1, 2002. [
27 Tex. Reg. 3103
] (for students who entered grade 9 in
2001-2002 through 2013-2014
) 19 Completion Of Minimum Curriculum And Credit Requirements For Graduation Applicable To Students In General Education And Participated In The Exit-Level Assessment Instrument Identified In The IEP – Recommended High School Program TAC §89.1070(b)(1),revised August 1, 2002. [
27 Tex. Reg. 3103
] (for students who entered grade 9 in
2001-2002 through 2006-2007
) 20 Completion Of Minimum Curriculum And Credit Requirements For Graduation Applicable To Students In General Education And Participated In The Exit-Level Assessment Instrument Identified In The IEP – Distinguished Achievement Program TAC §89.1070(b)(1),revised August 1, 2002. [
27 Tex. Reg. 3103
] (for students who entered grade 9 in
2001-2002 through 2006-2007
) 30
The following codes will apply only to students entering grade 9 in 2007-2008,
2008-2009, 2009 2010, 2010-2011, and 2011-2012
. These students will graduate under TAC Chapter 74.
27 Minimum High School Program TAC Chapter 74.62, revised September 1, 2005; including TAC §89.1070(b)(2) for students receiving special education services, revised August 1, 2002.
(for students who entered grade 9 in 2007-2008
, 2008-2009, 2009-2010, 2010-2011, and 2011 2012
) 28 Recommended High School Program TAC Chapter 74.63, revised September 1, 2005; including TAC §89.1070(b) (1) for students receiving special education services, revised August 1, 2002.
(for students who entered grade 9 in 2007-2008
, 2008-2009, 2009-2010, 2010-2011, and 2011 2012
) 29 Distinguished Achievement Program TAC Chapter 74.64, revised September 1, 2005; including TAC §89.1070(b) (1) for students receiving special education services, revised August 1, 2002.
(for students who entered grade 9 in 2007-2008
, 2008-2009, 2009-2010, 2010-2011, and 2011 2012
) 31
The following codes will apply only to students entering grade 9 in 2012 2013 and 2013-2014. These students will graduate under TAC Chapter 74.
30: Minimum High School Program TAC Chapter 74.72, revised May 30, 2012; including TAC §89.1070(b)(2) for students receiving special education services, revised August 1, 2002.
(for students who entered grade 9 in 2012-2013 and 2013-2014)
31: Recommended High School Program TAC Chapter 74.73, revised May 30, 2012; including TAC §89.1070(b) (1) for students receiving special education services, revised August 1, 2002.
(for students who entered grade 9 in 2012-2013 and 2013-2014)
32: Distinguished Achievement Program TAC Chapter 74.74, revised May 30, 2012; including TAC §89.1070(b) (1) for students receiving special education services, revised August 1, 2002.
(for students who entered grade 9 in 2012-2013 and 2013-2014)
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GRADUATION-TYPE-CODE 33 - Foundation High School Program (Transitioning Students) will be retired at the end of the 2014-2015 school year.
GRADUATION-TYPE-CODE 34 Foundation High School Program is published in the 2014-2015 Legacy PEIMS Data Standards, but will not be available for reporting 2013-2014 graduates in the 2014-2015 school year Fall submission.
GRADUATION-TYPE-CODE 34 is published early to give LEAs the ability to track Foundation High School Program graduates during the 2014-2015 school year.
All charts and code tables have revised dates!
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FHSP-PARTICIPANT-CODE (E1541)
– indicates whether a student is currently enrolled in the Foundation High School Program.
The FHSP-Participant-Code is only reported at the end of the school year for any student that was enrolled in grades 9-12 and is, at the end of the year, enrolled in the Foundation High School Program. (Submission 3 only) 34
FHSP-DISTING-LEVEL-ACHIEVE-INDICATOR CODE (E1542)
– indicates whether a student is currently pursuing or has successfully completed the distinguished level of achievement program under the Foundation High School Program as provided by TEC 28.025 (b-15).
The FHSP-DISTING-LEVEL-ACHIEVE-INDICATOR CODE must be reported at the end of the school year for any student who has completed or is pursuing the Foundation High School Program. (Submission 3) 35
The FHSP-DISTING-LEVEL- ACHIEVE-INDICATOR-CODE must be reported in the fall submission (Submission 1) for students who graduated under the Foundation High School Program and have completed the Distinguished Level of Achievement for the Foundation High School Program. (Graduation Type Code 34)
Note
: The FHSP-DISTING-LEVEL-ACHIEVE-INDICATOR-CODE cannot be reported in the 2014-2015 school year Fall Submission for students who graduated under the Foundation High School Program (Graduation Type Code 33) during the 2013-2014 school year.
This field will first be reported at the end of the 2014-2015 school year (Submission 3) for students who have completed or are pursuing the Distinguished Level of Achievement for the Foundation High School Program (Graduation Type Code 34).
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STEM-ENDORSEMENT-INDICATORCODE indicates whether a student is currently enrolled in (pursuing) or has successfully completed a Science, Technology, Engineering, and Mathematics Endorsement.
A student may earn a STEM endorsement by completing foundation and general endorsement requirements including Algebra II, chemistry, and physics and: (A) a coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education. The final course in the sequence must be selected from the STEM career cluster. 37
(B) a coherent sequence of four credits in computer science selected from the following: Fundamentals of Computer Science, Discrete Mathematics for Computer Science, Computer Science I, Digital Forensics , Computer Science II, Game Programming and Design, Computer Science III, Mobile Application Development, AP Computer Science, Robotics Programming and Design, IB Computer Science, Standard Level, Independent Studies of Technology Applications, IB Computer Science, Higher Level (C) A total of five credits in mathematics by successfully completing Algebra I, geometry, Algebra II and two additional mathematics courses for which Algebra II is a prerequisite (D) A total of five credits in science by successfully completing biology, chemistry, physics, and two additional science courses (E) In addition to Algebra II, chemistry, and physics, a coherent sequence of three additional credits from no more than two of the areas listed in (A), (B), (C), and (D) 38
BUSINESS-AND-INDUSTRY-ENDORSEMENT-INDICATOR-CODE A student may earn a business and industry endorsement by completing foundation and general endorsement requirements and: (A)a coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education.
The final course in the sequence must be selected from one of the following CTE career clusters:
Agriculture, Food, & Natural Resources, Marketing , Architecture & Construction , Information Technology, Arts, Audio/Video Technology, & Communications, Manufacturing, Business Management & Administration, Hospitality &Tourism, Transportation, Distribution, & Logistics and Finance 39
BUSINESS-AND-INDUSTRY-ENDORSEMENT-INDICATOR-CODE (B) four English elective credits by selecting three levels in one of the following areas: advanced broadcast journalism, public speaking, advanced journalism: newspaper, debate and advanced journalism: yearbook A student may earn a business and industry endorsement by completing foundation and general endorsement requirements and: (C) four technology applications credits by selecting from the following: Digital Design and Media Production , Web Communications, Digital Art and Animation, Web Design, 3-D Modeling and Animation, Web Game Development, Digital Communications in the 21st Century, Independent Study in Evolving/Emerging, Technologies, Digital Video and Audio Design (D) a coherent sequence of four credits from (A), (B), or (C) 40
PUBLIC-SERVICES-ENDORSEMENT-INDICATOR A student may earn a public services endorsement by completing foundation and general endorsement requirements and: (A) a coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education. The final course in the sequence must be selected from one of the following CTE career clusters: Education & Training, Government & Public Administration, Health Science, Human Services, Law, Public Safety, Corrections, & Security (B) four courses in Junior Reserve Officer Training Corps (JROTC) 41
ARTS-AND-HUMANITIES-ENDORSEMENT-INDICATOR-CODE A student may earn an arts and humanities endorsement by completing foundation and general endorsement requirements and: (A) A total of five social studies credits (B) four levels of the same language in a language other than English (C) two levels of the same language in a language other than English and two levels of a different language in a language other than English (D) four levels of American sign language (E) a coherent sequence of four credits by selecting courses from one or two categories or disciplines in fine arts or innovative courses approved by the commissioner (F) four English elective credits by selecting from the following: English IV, Independent Study in English , Literary Genres, Creative Writing, Research and Technical Writing, Humanities, Advanced Placement English Literature and Composition; or International Baccalaureate Language Studies A1 Higher Level; or Communication Applications 42
MULTI-DISCIPLINARY-STUDIES-ENDORSEMENT-INDICATOR CODE A student may earn a multidisciplinary studies endorsement by completing foundation and general endorsement requirements and: (A) four advanced courses that prepare a student to enter the workforce successfully or postsecondary education without remediation from within one endorsement area or among endorsement areas that are not in a coherent sequence (B) four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics (C)four credits in advanced placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social studies, economics, languages other than English, or fine arts 43
The ENDORSEMENT-INDICATOR-CODEs must be reported at the end of the school year (Submission 3) for any student who has completed or is pursuing the Foundation High School Program. The ENDORSEMENT-INDICATOR-CODEs must be reported in the fall submission (Submission 1) for students who graduated under the Foundation High School Program. (Graduation Type Code 34)
Note
: The ENDORSEMENT-INDICATOR-CODEs cannot be reported in the 2014-2015 school year Fall Submission for students who graduated under the Foundation High School Program (Graduation Type Code 33) during the 2013-2014 school year. This field will first be reported at the end of the 2014-2015 school year (Submission 3) for students who have completed or are pursuing the Public Services Endorsement of the Foundation High School Program (Graduation Type Code 34).
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Distinguished Level of Achievement A student may earn a distinguished level of achievement by successfully completing: a total of four credits in mathematics, which must include Algebra II a total of four credits in science the remaining curriculum requirements the curriculum requirements for at least one endorsement A student must earn distinguished level of achievement to be eligible for top 10% automatic admission. 45
Reporting Requirements
203 STUDENT Requirements.docx
46
Except for the reason of “bringing a firearm to school”, a student who is younger than 10 years of age may not be expelled for engaging in conduct described in TEC 37.007. Students who are less than 10 years of age and commit an otherwise expellable offense may be placed to a DAEP via a DAEP conference hearing in lieu of an expulsion hearing. Students under the age of 10 who bring a firearm to school must be expelled with placement to a DAEP.
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C165 DISCIPLINARY-ACTION-REASON-CODE 43:Truancy (failure to attend school) – Student
is at least 12 years old
with at least 3 unexcused absences – TEC §25.094
44:Truancy (failure to attend school) – Student
is at least 12 years old
with 10 unexcused absences – TEC §25.094
48
Code Table C022 Deletions
N1303743: Principles of Engineering (PLTW) N1303744: Digital Electronics (PLTW) A3050001: AP Physics B: AP-PHYSB 82800XXX: Locally Developed Course -
Special Education
, Departmentalized Grade 6 4/28/2020 49
Additions: 03102520: Discrete Mathematics for Problem Solving: DISMAPS: .5-1 Unit 13037500: Principles of Engineering: PRINENG: 1 Unit 13037600: Digital Electronics: DIGELC: 1 Unit A3050003: AP Physics 1: APPHYS1: 1 Unit A3050004: AP Physics 2: APPHYS2: 1 Unit 82910XXX: Local-Credit Course - English Language Arts, Grade 7 82920XXX: Local-Credit Course - Mathematics, Grade 7 82930XXX: Local-Credit Course - Physical Education & Health, Grade 7 82940XXX: Local-Credit Course - Social Studies, Grade 7 82950XXX: Local-Credit Course - Fine Arts, Grade 7 82960XXX: Local-Credit Course - Languages Other Than English, Grade 7 82970XXX: Local-Credit Course - Technology Applications, Grade 7 82980XXX: Local-Credit Course - Science, Grade 7 82990XXX: Local-Credit Course - Other, Grade 7 83000XXX: Local-Credit Course - English Language Arts, Grade 8 83100XXX: Local-Credit Course - Mathematics, Grade 8 83200XXX: Local-Credit Course - Physical Education & Health, Grade 8 83300XXX: Local-Credit Course - Social Studies, Grade 8 83400XXX: Local-Credit Course - Fine Arts, Grade 8 83500XXX: Local-Credit Course - Languages Other Than English, Grade 8 83600XXX: Local-Credit Course - Technology Applications, Grade 8 83700XXX: Local-Credit Course - Science, Grade 8 83800XXX: Local-Credit Course - Other, Grade 8
Fix your next year Master Schedule Service ID #’s !!!!!
4/28/2020 50
The following service IDs may ONLY be used for locally developed courses created and provided through a district program under which the district partners with a public or private institution of higher education and local business, labor, and community leaders, pursuant to TEC §28.002 (g-1). These courses must be approved by the local board of trustees.
LD11000A: Locally Developed English Language Arts A: LDELAA: 1 Unit LD11000B: Locally Developed English Language Arts B: LDELAB: 1 Unit LD11000C: Locally Developed English Language Arts C: LDELAC: 1 Unit LD11000D: Locally Developed English Language Arts D: LDELAD: 1 Unit LD11110A: Locally Developed Mathematics A: LDMATA: 1 Unit LD11110B: Locally Developed Mathematics B: LDMATB: 1 Unit LD11110C: Locally Developed Mathematics C: LDMATC: 1 Unit LD11110D: Locally Developed Mathematics D: LDMATD: 1 Unit LD11220A: Locally Developed Science A: LDSCIA: 1 Unit LD11220B: Locally Developed Science B: LDSCIB: 1 Unit LD11220C: Locally Developed Science C: LDSCIC: 1 Unit LD11220D: Locally Developed Science D: LDSCID: 1 Unit 4/28/2020 51
The following service IDs may ONLY be used for a college preparatory course developed and provided by a district in partnership with at least one institution of higher education. Pursuant to TEC §28.014, these courses must be designed for students at the 12 th grade level whose performance on an EOC assessment instrument does not meet college readiness standards or whose performance on coursework, a college entrance examination, or an assessment instrument designated under Section 51.3062(c) indicates that the student is not ready to perform entry-level college coursework.
CP110100
: College Preparatory Course English Language Arts: CPELA: 1 Unit
CP111200
: College Preparatory Course Mathematics: CPMAT: 1 Unit 4/28/2020 52
Additions: Added new Innovative Course #’s 11410000: Special Topics in Language and Culture (SPECTLC) (1 Unit) PES00016: PE Substitution TEKS (SUBTEKS) (1 Unit) FAS00001: Fine Arts Substitution, Community-based (SUBFACB) (1 Unit) LOTES001: LOTE Substitution World History (SUBWHIS) (1 Unit) LOTES002: LOTE Substitution World Geography (SUBWGEO) (1 Unit) LOTES003: LOTE Substitution Computer Programming Languages (SUBCOMPL) (1 Unit) LOTES004: LOTE Substitution ELA1 (SUBELA1) (1 Unit) LOTES005: LOTE Substitution ELA 2 (SUBELA2) (1 Unit) LOTES006: LOTE Substitution MATH 1 (SUBMTH1) (1 Unit) LOTES007: LOTE Substitution MATH 2 (SUBMTH2) (1 Unit) LOTES008: LOTE Substitution Social Studies 1 (SUBSOCS1) (1 Unit) LOTES009: LOTE Substitution Social Studies 2 (SUBSOCS2) (1 Unit) LOTES010: LOTE Substitution Science 1 (SUBSCI1) (1 Unit) LOTES011: LOTE Substitution Science 2 (SUBSCI2) (1 Unit) LOTES012: LOTE Substitution CTE 1 (SUBCTE1) (1 Unit) LOTES013: LOTE Substitution CTE 2 (SUBCTE2) (1 Unit) LOTES014: LOTE Substitution Technology Applications 1 (SUBTA1) (1 Unit) LOTES015: LOTE Substitution Technology Applications 2 (SUBTA2) (1 Unit)
Fix your Master Schedule Service ID #’s !!!!!
4/28/2020 53
Any two levels in the same language Two credits in computer programming languages selected from Computer Science I, II, and III (allowable through the 2015-2016 school year) ◦ ◦ If a student, in completing the first credit of LOTE, demonstrates that the student is unlikely to be able to complete the second credit, the student may substitute another appropriate course as follows: ◦ Special Topics in Language and Culture ◦ World History Studies or World Geography Studies for a student who is not required to complete both by the local district Computer programming languages A different language course 54
A student, who due to a disability, is unable to complete two credits in the same language in LOTE, may substitute: a combination of two credits from English language arts, mathematics, science, or social studies two credits in career and technical education or technology applications The determination regarding a student's ability to complete the LOTE credit requirements will be made by: • the student's ARD committee if the student receives special education services under the TEC, Chapter 29, Subchapter A or •the committee established for the student under Section 504, Rehabilitation Act of 1973 (29 United States Code (USC), §794) 55
The following service IDs may ONLY be used for a course endorsed by an institution of higher education as a course for which the institution would award course credit or as a prerequisite for a course for which the institution would award course credit, pursuant to TEC §28.025(b-5). Districts must report courses offered with the following service IDs to the Texas Education Agency (TEA). IHE11100: Mathematics, Institution of Higher Education Endorsed (IHEMTH) (1 Unit) IHE11200: Science, Institution of Higher Education Endorsed (IHESCI) (1 Unit)
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Pursuant to TEC §28.025(c-3), the following service IDs may ONLY be used for a course completed by a student participating in the arts and humanities endorsement who has the written permission of the student's parent or a person standing in parental relation to the student to substitute the course for the advanced course requirement in science to earn an endorsement. SCIS0001: Science Substitution, ELA (SUBSCELA) (1 Unit) SCIS0002: Science Substitution, Social Studies (SUBSCSS) (1 Unit) SCIS0003: Science Substitution, LOTE (SUBSCLTE) (1 Unit) SCIS0004: Science Substitution, Fine Arts (SUBSCFA) (1
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Local-Credit 8 Service ID
No substitutions are allowed for required high school courses
or credits
for students receiving special education services who entered grade 9 in or after the 2011-2012 school year. 4/28/2020 58
Local-Credit 8 Service ID
For elementary and middle school students receiving special education services, courses in the required curriculum that have been
modified in content
as a result of an ARD committee decision should be coded using the
standard code for the subject area at the designated grade level.
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A local-credit 9-code course may be eligible for state high school credit only for a
course designed and provided through an individualized education program (IEP)
and identified
by an admission review and dismissal (ARD) committee as an appropriate substitute for a
required
course
or credit for a
student
who entered grade 9 prior to 2011-2012
.
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Local-Credit 9 Service ID
For elementary and middle school students, courses in the required curriculum that have been modified in content as a result of an ARD committee decision should be coded using the
standard code for the subject area at the designated grade level.
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2014-2015
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A student’s Texas Unique Student ID has been added to the list of information required for the Student Detail Report.
Unique ID will also be a required field on any roll sheet or form needed for tracking homebound time in all area such as special education, PRS, etc.
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2.3.5 Additional Required Documentation
The following documentation will also be required in the event of an audit
(the retention period for an item is provided only if it differs from the standard 5-year retention period)
: 1.
Documentation of a student’s age and identity (to be retained as long as administratively valuable to the district) (see 3.3 Enrollment Procedures and Requirements)
2.
Documentation of a student’s residency or other eligibility for enrollment (see 3.3 Enrollment Procedures and Requirements)
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3.2 Membership and Eligibility for Attendance and Foundation School Program (FSP) Funding Both membership and eligibility to generate average daily attendance (ADA) are related to the amount of time that a student receives instruction each day. However, they are not the same.
A student is in membership in your district if the student is enrolled in the district and is either:
•
scheduled to attend at least 2 hours of instruction each school day or
•
participating in an alternative attendance accounting program.
A student who meets the criteria above is in membership regardless of whether the student is eligible to generate ADA. A student is eligible to generate ADA, and thus FSP funding, only if the student is in membership and also meets the ADA eligibility requirements described in the following subsections.
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3.3 Enrollment Procedures and Requirements
Enrolling a student in a school district requires presentation of proof of the student’s identity, age, and residency or other eligibility for enrollment. However, your school
district may implement and use an automated system to confirm the address of a student who is continuing enrollment in your district from the prior school year.
Your district may accept documentation of an updated address electronically for a student who is continuing enrollment in your district from the prior school year.
3.3.1 Residency
Your district must keep a copy of the document it used to verify a student’s residency.
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3.3.3 Documentation of Identity and Age
Your district must keep a copy of the document it used to verify a student’s identity and age for as long as the document is administratively valuable to the district.
Your district may report an enrolled student it believes to be eligible for FSP purposes as eligible while awaiting documentation of eligibility from the student’s previous school district or from the person enrolling the student.
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3.6 General Attendance-Taking Rules
Students who are on campus and in their classrooms at the time attendance is taken must have their official attendance conducted and completed by the classroom teacher. Attendance
must (use to say may) not
be taken by students, classroom aides, or clerks. Using a student “sign-in” sheet to record attendance is not an acceptable method of taking roll and will result in the attendance being disallowed.
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Added:
3.6.10 Students Attending Nonresidential Treatment Facilities
If a student who is enrolled in your school district is absent from school because the student is attending a nonresidential treatment facility within your district or another district during the day, your district may choose to excuse the student’s absences for compulsory attendance purposes. However, the student must not be counted present for FSP (funding) purposes unless your district chooses to follow the procedures described in the following two paragraphs. If the facility is located in your district, your district may enter into a written agreement with the facility that provides for your district to send a certified teacher to the facility to instruct the student. The student may be considered present for FSP purposes if the student is scheduled for and provided at least 2 hours of instruction (half-day eligibility) or at least 4 hours of instruction (full-day eligibility) each school day. Note that the student is not eligible for the general education homebound program as the student is not confined to home or hospital bedside. If the facility is located outside your district, your district may follow the procedure described in the preceding paragraph. Or, your district may enter into a written agreement with the district in which the facility is located for that district facility.) 34 to provide instruction to any student who is enrolled in your district and attending the facility. (It would be the responsibility of the district providing instruction to enter into a written agreement with the
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4.7.2.5 Homebound Funding and Homebound Documentation Requirements
Added
the
student’s
name and
Texas Unique Student ID
, 70
Section 5 Career and Technical Education (CTE) 5.2 Eligibility and Eligible Days Present Important: If your district assigns a substitute teacher to teach a CTE course and the teacher does not hold the certification required by 19 TAC Chapter 231, Subchapter E, your district may continue to earn CTE weighted funding for that course for no more than 30 consecutive school days. 71
7.2.2 PK Eligibility Based on a Student’s Being Limited English Proficient (LEP)
1.administering the home language survey (. . .); 2.testing
the student
using oral instruments . . . students
; and 3.having a language proficiency assessment committee (LPAC) 1 evaluate the student and receiving confirmation from theLPAC that the LPAC has identified the student as an Englishlanguage learner
.
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7.2.2 PK Eligibility Based on a Student’s Being Limited English Proficient (LEP)
Many districts preregister PK students to determine and plan for the size of the next school year’s PK program. However, your district must have all the documentation described in 7.2.2.1 on file before claiming a student as eligible for PK funding on the basis of the student’s being LEP. Starting on the first day of school, your district has up to 20 school days this documentation is on file. 2 to complete this documentation; however, as stated before, your district may not claim a student as eligible for PK funding until
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7.2.2.1 Documentation Required
3.Documentation of the LPAC’s identification of the student as an English language learner.
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7.2.3 PK Eligibility Based on Being Educationally Disadvantaged (Eligible for the NSLP)
Big Change!
Many districts preregister PK students
to determine and plan for
the size of the
next
school year’s PK program. Since income level documentation must be current
for a student
to qualify for
PK based on eligibility for
the NSLP,
your district must
verify income level documentation
no earlier than the April 1before the next school year.
before the student’s first day of membership.) (Use to say 2 months
Qualifying a student for PK on the basis of the student’s meeting the NSLP income eligibility requirements does not automatically qualify the student for the NSLP. To qualify a student for the NSLP, your district must provide documentation to the TDA in accordance with the TDA’s requirements.
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If district pays a certified Pre Kindergarten teacher to be in the Head Start classroom, then the students are coded as PK grade level and they are considered half day eligible for funding because ALL Head Start students are eligible for free meals!
Head Start is a federal program and does not have its own grade level as far as state funding is concerned.
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10.3.1 Requirements Specific to JJAEPs
A JJAEP must operate at least 7 hours per day and at least 180 days per year unless the JJAEP has applied to the Texas Juvenile Justice Department for a waiver of the 180-day requirement. Any waiver granted under this provision must not exceed the highest number of school days waived by the commissioner during the same school year for a regular school district program.
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9.15 Documentation
PRS Compensatory Education Home Instruction (CEHI) Logs:
Requirements for CEHI logs now state that a log must include a student’s Texas Unique Student ID instead of the student’s Social Security number or alternative ID number.
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10.6 Disciplinary Removals and Programs
This subsection provides information on attendance accounting as it relates to specific kinds of disciplinary removals and programs.
Refer to the TEC, Chapter 37, for statutory requirements related to discipline. Refer to PEIMS Data Standards, Section 2, 425 Student Disciplinary Action Record, and Appendix E, for information on how your district should handle disciplinary removals and report disciplinary-removal information
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10.6.1 Students Required to Attend a JJAEP
If a student who is required to attend a JJAEP does not appear, the student should be reported as absent at the campus at which he or she was enrolled before assignment to the JJAEP. On the date that the student does appear to attend the JJAEP, your district reports the student as present at the JJAEP campus. Your district
must not
withdraw a student required to attend a JJAEP. 80
11.3 College Credit Programs
11.3.1 Dual Credit (High School and College or University) Programs
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Make sure all campuses have
Appendix D Leaver Reason Codes and Documentation Requirements
found in the PEIMS Data Standards!
The 2014 Leaver Records Data Validation district reports are scheduled to be posted to the secure TEASE Accountability application during
, November 2014
.
May want to have Leaver Procedures in place to find students before the School Start Window and/or Fall PEIMS resubmission date! 82
Create a report or find a report in your current software and sort by ADA Eligibility Code. Make sure you do not have students coded half day that should be full day!
Maybe add this to your Attendance Procedures to look at ADA Eligibility before Fall and Summer submissions .
Fall PEIMS report - PRF5D011 Student by ADA Eligibility and Grade 83
Does your campus follow attendance procedures?
When does your campus take attendance?
Do your teachers know the official attendance time?
Does the campus print and check attendance reports daily?
Do you reconcile enrollment and W/D?
Do your campus secretary know how to check reports?
Who is responsible for balancing reports?
Who is responsible for checking program information?
Do you have a process for special program directors to sign off on the data in your student system?
Do your special program directors know that they have a section in the Student Attendance Accounting Handbook?
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Does your campus have a sign in/out form and do you reconcile attendance to that sheet each day?
Does the nurse/counselor have a sign in/out?
What reports do you give to the principal besides attendance reports that must be signed?
Does the PEIMS coordinator check your campus each six weeks to make sure procedures are being followed?
Does each campus understand your attendance posting codes and when they should use them?
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Do you know how your software creates the CTE contact hours?
Do you ever compare current year attendance rates to prior year?
How do you document College Day?
Do you know your Truancy Policy?
Do you check your attendance posting table in your software?
Do you make a copy of your original calendar with any calendar date changes to file?
How do you ensure each campus updates their calendar before PEIMS submission?
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Unique ID – all secretaries who enter demographics
ODS Data Loader – PEIMS Coordinator and ECDS Stewards
TIMS LEA Support - anyone
ECDS Data Approver – only ECDS Steward, etc.
TSDS studentGPS Dashboards – only when you plan on using the system!
PEIMS Roles- right now only for Clyde!
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http://dp.esc2.net/TSDS_LEA_TIMSTraining_Final/pres entation.html
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Please fill out your Evaluations Please CALL if you need us.
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