DR1

**StudentReference Complex Type

The StudentReference complex type represents the student associated with the program.

**StudentIdentity Complex Type

The StudentIdentity complex type includes information to link to a specific student from the StudentExtension complex type.

TX-UNIQUE-STUDENT-ID (E1523) is a unique number assigned to a student by the Texas Education Agency.

For PEIMS Fall Submission (1):

TX-UNIQUE-STUDENT-ID is collected for PEIMS and RF Tracker reporting. 

For PEIMS Summer Submission (3):

TX-UNIQUE-STUDENT-ID is collected for PEIMS and RF Tracker reporting. 

**Program Reference Complex Type  

ProgramReference complex type references the program associated with the student.  It is used by the Special Education Language Acquisition collection and the ECDS collection PK Submission.

**ProgramIdentity Complex Type

The ProgramIdentity complex type includes information to link to a specific program from the Program complex type.

PROGRAM-TYPE (E1337) is the formal name of the program of instruction, training, services or benefits available through federal, state, or local agencies.

For the Special Education Language Acquisition collection, and the ECDS collection PK Submission use PROGRAM-TYPE "Special Education."

DISTRICT-ID (E0212) indicates the district identification number registered with the Texas Education Agency.

DR2

**EducationOrganizationReference Complex Type

The EducationOrganizationReference complex type represents the identifier assigned to a Local Education Agency by the State Education Agency that identifies the LEA reporting the student.

**EducationalOrgIdentity Complex Type

The EducationalOrgIdentity complex type includes information to link to a specific educational organization from the LocalEducationAgencyExtension complex type.

DISTRICT-ID (E0212) indicates the district identification number registered with the Texas Education Agency who is reporting the student program.

For PEIMS Fall Submission (1):

The DISTRICT-ID is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The DISTRICT-ID is collected for PEIMS and RF Tracker reporting.

Effective dating is a method of tracking data changes over time. A new instance of the StudentSpecialEdProgramAssociationExtension Complex Type will be reported each time any of the following data elements is modified in the LEAs student information system (SIS). With each new instance a new date should be reported in the EFFECTIVE-DATE (TX-EffectiveDateSpEd). 

EFFECTIVE-DATE (TX-EffectiveDateSpEd) (E1632) indicates the date upon which the associated data values(s) is/are considered to take effect, or the associated data value(s) change(s).

For PEIMS Fall Submission (1):

The EFFECTIVE-DATE (TX-EffectiveDateSpEd) is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The EFFECTIVE-DATE (TX-EffectiveDateSpEd) is collected for PEIMS and RF Tracker reporting.

DR3

**TX-Disabilities Complex Type

The TX-Disabilities complex type represents the type(s) of disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.

Effective dating is a method of tracking data changes over time. A new instance of the StudentSpecialEdProgramAssociationExtension Complex Type will be reported each time any of the data elements in the TX-Disabilities Complex Type is modified in the LEAs student information system (SIS).  With each new instance a new date should be reported in the EFFECTIVE-DATE (TX-EffectiveDateDisabilities).

EFFECTIVE-DATE (TX-EffectiveDateDisabilities) (E1632) indicates the date upon which the associated data values(s) is/are considered to take effect, or the associated data value(s) change(s).

For PEIMS Fall Submission (1):

The EFFECTIVE-DATE (TX-EffectiveDateDisabilities) is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The EFFECTIVE-DATE (TX-EffectiveDateDisabilities) is collected for PEIMS and RF Tracker reporting.

PRIMARY-DISABILITY-CODE (E0041) indicates the type of primary disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.

For PEIMS Fall Submission (1):

Report the PRIMARY-DISABILITY-CODE of each special education student who is enrolled in school on the last Friday in October.

The PRIMARY-DISABILITY-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

If a student was served in the special education program during the course of their school year enrollment, report their Primary Disability Code(s) using effective dating as described in the Reporting Requirements section.

If a student was exited from the special education program before the end of their school year enrollment, the last valid Primary Disability Code is reported.

The PRIMARY-DISABILITY-CODE is collected for PEIMS and RF Tracker reporting.

DR4

SECONDARY-DISABILITY-CODE (E0834) indicates the secondary type of disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.

The SECONDARY-DISABILITY-CODE is not a required field unless the special education student has been identified with a SECONDARY-DISABILITY-CODE by the admission, review, and dismissal committee (ARD). 

The SECONDARY-DISABILITY-CODE cannot be reported as Non-Categorical Early Childhood (Disability Code 14). 

For PEIMS Fall Submission (1):

The SECONDARY-DISABILITY-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The SECONDARY-DISABILITY-CODE is collected for RF Tracker reporting only.

TERTIARY-DISABILITY-CODE (E0835) indicates the tertiary, or third, disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.

The TERTIARY-DISABILITY-CODE is not a required field unless the special education student has been identified with a TERTIARY-DISABILITY-CODE by the ARD committee.

The TERTIARY-DISABILITY-CODE cannot be reported as Non-Categorical Early Childhood (Disability Code 14). 

TERTIARY-DISABILITY-CODE must be blank if SECONDARY-DISABILITY-CODE is blank.

For PEIMS Fall Submission (1):

The TERTIARY-DISABILITY-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The TERTIARY-DISABILITY-CODE is collected for RF Tracker reporting only. 

A Disability Code of Developmental Delay (Disability Code 12) can only be reported for those students whose EARLY-CHILDHOOD-INTERV-IND-CODE is 1. “Developmental delay" means a significant variation in normal development as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas:

·         cognitive development;

·         physical development;

·         communication development;

·         social or emotional development; or

·         adaptive development.  TAC 73.001(3)

Disability Code of Non-Categorical Early Childhood (Disability Code 14) can only be reported for special education students who are at least 3 and less than 6 years of age on the PEIMS Fall snapshot date (last Friday in October). 

For students eligible for special education services such as visually impaired, deaf and hard of hearing, and/or deaf-blind, always include such disabilities as either the primary, secondary, or tertiary disability.  When deaf-blind is the primary disability it is not necessary to document visually impaired and deaf/hard of hearing impaired as secondary and tertiary disabilities.

PRIMARY-DISABILITY-CODE, SECONDARY-DISABILITY-CODE, and TERTIARY-DISABILITY-CODE must not match.

DR5

MULTIPLY-DISABLED-INDICATOR-CODE (E0882) indicates whether the student receiving special education and related services has been designated as multiply disabled by the admission, review, and dismissal committee. [See 19 TAC §89.1040(c)(6).]

A student who is multiply disabled has a combination of disabilities and meets all of the conditions listed in 19 TAC §89.1040(c)(6). Not all students who have more than one disability are determined to be multiply disabled.

A student should not be coded as multiply disabled unless an ARD committee has determined that the student has a combination of disabilities included in TAC §89.1040 and meets all of the conditions listed below:

• The student's disability is expected to continue indefinitely; and
• The student's disabilities severely impair performance in two or more of the following areas:
• psychomotor skills;
• self-care skills;
• communication;
• social and emotional development; or
• cognition.

Multiply disabled is not a disability in code table 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.

If a special education student is reported as multiply disabled, then the student must also be reported with a SECONDARY-DISABILITY-CODE other than “00”.

For PEIMS Fall Submission (1):

The MULTIPLY-DISABLED-INDICATOR-CODE is collected for PEIMS reporting.

For PEIMS Summer Submission (3):

The MULTIPLY-DISABLED-INDICATOR-CODE is collected for PEIMS reporting.

MEDICALLY-FRAGILE-IND-CODE (E0999) indicates whether the student receiving special education and related services is:

1. in the age range of birth to 22 years, and
2. has a serious, ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, and
3. requires the routine use of medical device or of assistive technology to compensate for the loss of usefulness of a body function needed to participate in activities of daily living, and
4. lives with ongoing threat to his or her continued well-being.

For PEIMS Fall Submission (1):

The MEDICALLY-FRAGILE-IND-CODE is collected for PEIMS reporting.

DR6

INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students.

Please refer to the Student Attendance Accounting Handbook for additional rules concerning the assignment of the INSTRUCTIONAL-SETTING-CODE for special education students. 

For PEIMS Fall Submission (1):

The INSTRUCTIONAL-SETTING-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The INSTRUCTIONAL-SETTING-CODE is collected for PEIMS and RF Tracker reporting.

CHILD-COUNT-FUNDING-TYPE-CODE (E0832) indicates under which federal program the student receiving special education and related services is counted.

The following guidelines should be used in determining the CHILD-COUNT-FUNDING-TYPE-CODE for each special education student.

CHILD-COUNT-FUNDING-TYPE-CODE eligible students include special education students, ages 3 through 21, who:

• meet the requirements of 19 TAC §89.1040 and 19 TAC §89.1050;
• are enrolled and receiving special education and related services through an IEP or individualized services plan as of the PEIMS Fall snapshot date (last Friday in October);
• have on file a current individualized education program or individualized services plan; and
• have on file a current full and individual evaluation

Report a CHILD-COUNT-FUNDING-TYPE-CODE of “0” for special education students who do not meet requirements as specified for CHILD-COUNT-FUNDING-TYPE-CODE “3”. These students are less than 3 on the PEIMS Fall snapshot date (last Friday in October) and greater than 21 years of age on September 1.

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 (last Friday in October) and less than 22 years of age on September 1.

For PEIMS Fall Submission (1):

The CHILD-COUNT-FUNDING-TYPE-CODE is collected for PEIMS reporting.

DR7

**TX-SpecialEdServices Complex Type

The TX-SpecialEdServices Complex Types indicates special education services the student receives according to the Individuals with Disabilities Education Act (IDEA).

Effective dating is a method of tracking data changes over time. A new instance of the StudentSpecialEdProgramAssociationExtension Complex Type will be reported each time any of the data elements in the TX-SpeicalEdServices Complex Type is modified in the LEAs student information system (SIS). With each new instance a new date should be reported in the EFFECTIVE-DATE (TX-EffectiveDateServices).

DR8

EFFECTIVE-DATE (TX-EffectiveDateServices) (E1632) indicates the date upon which the associated data values(s) is/are considered to take effect, or the associated data value(s) change(s).

For PEIMS Fall Submission (1):

The EFFECTIVE-DATE (TX-EffectiveDateServices) is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The EFFECTIVE-DATE (TX-EffectiveDateServices) is collected for RF Tracker reporting only. 

ASSISTIVE-TECH-INDICATOR-CODE (E0997) indicates whether the student receiving special education and related services received, or is scheduled to receive, an assistive technology device or service during the current school semester.

"Assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. The term does not include a medical device that is surgically implanted or the replacement of such device. "Assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes:

a)    the evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;

b)    purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;

c)     selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

d)    coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

e)    training or technical assistance for a child with a disability or, if appropriate, that child's family; and

f)      training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of children with disabilities.

Assistive technology devices and/or services must be made available if required as part of a child’s special education, as a related service, or as supplementary aids and services. (See 34 CFR §§300.5-300.6 and 19 TAC §89.1050.)

The full and individual evaluation, including a written report, shall be completed in accordance with 34 CFR §§300.121, 300.301, 300.303-300.311; TEC §29.004; and 19 TAC §89.1040. Each school district shall establish at least one admission, review, and dismissal committee that shall make decisions concerning eligibility determinations, development of the individualized education program, consideration of assistive technology, development of the behavior improvement plans, and placement of a student referred for special education and related services in accordance with 34 CFR §§300.5, 300.6, 300.34, 300.41, 300.42, 300.105(a), and 34 CFR §§300.320-300.324; state statute; and SBOE rules. (See 19 TAC §89.1050.)

For PEIMS Fall Submission (1):

The ASSISTIVE-TECH-INDICATOR-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The ASSISTIVE-TECH-INDICATOR-CODE is collected for RF Tracker reporting only.

DR9

AUDIOLOGICAL-SERV-IND-CODE (E0838) indicates whether the student receiving special education and related services received, or is scheduled to receive, audiological services during the current school semester. (See 34 CFR §300.34.)

Audiological services must be provided by a professional who holds a valid state license as an audiologist. (See TEC §§21.002, 21.003, 29.304, and 19 TAC §89.1131.)

For PEIMS Fall Submission (1):

The AUDIOLOGICAL-SERV-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The AUDIOLOGICAL-SERV-IND-CODE is collected for RF Tracker reporting only.

COUNSELING-SERVICES-IND-CODE (E0840) indicates whether the student receiving special education and related services received, or is scheduled to receive, counseling services during the current school semester. (See 34 CFR §300.34.)

Counseling services must be provided in the area of specialization by a qualified professional credentialed to practice in Texas. (19 TAC §89.1131 (a))

For PEIMS Fall Submission (1):

The COUNSELING-SERVICES-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The COUNSELING-SERVICES-IND-CODE is collected for RF Tracker reporting only.

DR10

EARLY-CHILDHOOD-INTERV-IND-CODE (E0900) indicates whether the infant or toddler, from birth through age 2, is participating in the early childhood intervention program. (See Texas Human Resources Code §§73.001 and 73.021.)

The early childhood intervention program is operated through the Interagency Council on Early Childhood Intervention. If the district does not operate an ECI program, this code is not used to identify infants and toddlers with auditory or visual impairments who receive hearing and vision services from the district under the Memorandum of Understanding between the Interagency Council on Early Childhood Intervention and the Texas Education Agency. Refer to Section IV of the Student Attendance Accounting Handbook for information on coding these children. [See 19 TAC §89.63(d).]

EARLY-CHILDHOOD-INTERV-IND-CODE should be used only for students’ ages 0 through 2, as of the PEIMS Fall snapshot date (last Friday in October).  When the student turns 3, the child may be served through the Preschool Program for Children with Disabilities, if recommended by the child’s ARD committee. 

For PEIMS Fall Submission (1):

The EARLY-CHILDHOOD-INTERV-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The EARLY-CHILDHOOD-INTERV-IND-CODE is collected for RF Tracker reporting only.

INTERPRETING-SERVICES-TYPE-CODE (E1040) indicates whether the student who is deaf and receiving special education and related services received, or is scheduled to receive, interpreting services during the current school semester. (See 34 CFR §300.34(c)(4).)

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.

For PEIMS Fall Submission (1):

The INTERPRETING-SERVICES-TYPE-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The INTERPRETING-SERVICES-TYPE-CODE is collected for RF Tracker reporting only.

DR11

MEDICAL-DIAGNOSTIC-SERV-IND-CODE (E0841) indicates whether the student receiving special education and related services received, or is scheduled to receive, medical diagnostic services during the current school semester. (See 34 CFR §300.34.)

Medical diagnostic services must be provided by a licensed physician. (See TEC §21.003 and 19 TAC §89.1131.)

For PEIMS Fall Submission (1):

The MEDICAL-DIAGNOSTIC-SERV-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The MEDICAL-DIAGNOSTIC-SERV-IND-CODE is collected for RF Tracker reporting only.

OCCUPATIONAL-THERAPY-IND-CODE (E0843) indicates whether the student receiving special education and related services received, or is scheduled to receive, occupational therapy services during the current school semester. (See 34 CFR §300.34.)

Occupational therapy must be provided by a professional who is licensed by the Executive Council of Physical Therapy and Occupational Therapy Examiners. A licensed occupational therapy assistant may provide occupational therapy services under the supervision of a licensed occupational therapist in accordance with the standards of the profession. (See TEC §21.003 and 19 TAC §89.1131.)

For PEIMS Fall Submission (1):

The OCCUPATIONAL-THERAPY-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The OCCUPATIONAL-THERAPY-IND-CODE is collected for RF Tracker reporting only.

ORIENT-MOBILITY-TRNG-IND-CODE (E0844) indicates whether the student receiving special education and related services received, or is scheduled to receive, orientation and mobility training services during the current school semester. (See 34 CFR §300.34.)

Orientation and mobility training includes those aids, methods, services, and skills which enable visually impaired individuals to move from one place to another with confidence, safety, and purpose. Orientation and mobility instruction must be provided by a professional who meets the requirements explained in TEC §21.003 and 19 TAC §89.1131.

For PEIMS Fall Submission (1):

The ORIENT-MOBILITY-TRNG-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The ORIENT-MOBILITY-TRNG-IND-CODE is collected for RF Tracker reporting only.

PHYSICAL-THERAPY-IND-CODE (E0845) indicates whether the student receiving special education and related services received, or is scheduled to receive, physical therapy services during the current school semester. (See 34 CFR §300.34.)

Physical therapy must be provided by a professional licensed by the Executive Council of Physical Therapy and Occupational Therapy Examiners. A physical therapy assistant (LPTA) may provide physical therapy services under the supervision of a licensed physical therapist in accordance with the standards of the profession. (See TEC §21.003 and 19 TAC §89.1131.)

For PEIMS Fall Submission (1):

The PHYSICAL-THERAPY-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The PHYSICAL-THERAPY-IND-CODE is collected for RF Tracker reporting only.

DR12

PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CD (E0899)  indicates whether the preschool student, age three through five years old, is receiving any special education and related services (including AI and VI) from the school district or charter school in any setting(s) or environment. [See 19 TAC §89.1035, and 34 CFR §300.101(b).]

PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE of “1” can only be reported for special education students who are at least 3 and less than 6 years of age on the PEIMS Fall snapshot date (last Friday in October).  All students receiving special education services under IDEA Part B who are ages 3 – 5, as of the PEIMS Fall snapshot date (last Friday in October), are participating in the Preschool Program for Children with Disabilities (PPCD) program and must be coded as PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE “1” regardless of their disability or instructional setting.

PPCD is a Texas term which refers to a federally funded program under IDEA Part B which is targeted specifically for 3, 4 and 5 year olds receiving special education and related services.  PPCD includes students whose only special education service is speech therapy regardless of where the services are provided.

Each LEA shall ensure that a continuum of alternative placements is available to meet the needs of students with disabilities for special education and related services. (CFR §300.115) For 3, 4, and 5 year olds in PPCD, the LEA continuum could include but is not limited to:

a)    LEA or Community Child Care Programs

b)    Prekindergarten Programs

c)     Kindergarten Programs

d)    Head Start Programs

e)    Home Environment

f)      Special Education Resource Settings

g)    Special Education Self Contained Settings

h)    LEA or Community Therapy Settings (Speech, OT/PT, etc.)

For PEIMS Fall Submission (1):

The PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE is collected for RF Tracker reporting only.

PSYCHOLOGICAL-SERVICES-IND-CODE (E0846) indicates whether the student receiving special education and related services received, or is scheduled to receive, psychological services during the current school semester. (See 34 CFR §300.34.)

Psychological services must be provided by a professional who is licensed by the Texas State Board of Examiners of Psychologists as a Licensed Specialist in School Psychology (LSSP), psychologist or a psychological associate. (See TEC §21.003 and 19 TAC §89.1131.)

For PEIMS Fall Submission (1):

The PSYCHOLOGICAL-SERVICES-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The PSYCHOLOGICAL-SERVICES-IND-CODE is collected for RF Tracker reporting only.

RECREATION-IND-CODE (E0847) indicates whether the student receiving special education and related services received, or is scheduled to receive, recreation services during the current school semester. (See 34 CFR §300.34.)

Recreation includes assessment of leisure function, therapeutic recreation services, recreation programs in schools and community agencies, and leisure education.

For PEIMS Fall Submission (1):

The RECREATION-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The RECREATION-IND-CODE is collected for RF Tracker reporting only.

DR13

REG-DAY-SCH-PROG-DEAF-CODE (E0833) indicates the student is receiving instructional services from the regional day school program for the deaf.

Please note the following guidelines for the reporting of PEIMS data in Submission 1 for RDSPD students:

• Only one LEA may report PEIMS data on RDSPD student.
• If there are sending and receiving LEAs involved, an agreement should be made between the LEAs regarding which LEA will report PEIMS data. It is recommended that this agreement be in writing.
• All students in the RDSPD must have a disabling condition of Deaf And Hard Of Hearing (03) or Deaf-Blind (05) as either their primary, secondary, or tertiary disability. This must reflect exactly what the ARD/IEP states.
• If a RDSPD student is “deaf-blind”, the disabling condition should be coded as Deaf And Hard Of Hearing (03) or Deaf-Blind (05) in appropriate order of disabling condition.

All students who are in the RDSPD may generate average daily attendance (ADA) based on their ADA-ELIGIBILITY-CODE and their special education instructional setting code. These general education funds in regular education and in special education can be used to supplement the costs of the RDSPD.

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 TEA RDSPD SSA Procedures document requires all SSAs to include two or more LEAs.

The fiscal agent for the RDSPD is often the LEA where students attend classes. There are some Education Service Centers (ESC) that serve as RDSPD fiscal agents.

It is recommended that the RDSPD fiscal agent report PEIMS data for students served, except for itinerant students.

For PEIMS Fall Submission (1):

The REG-DAY-SCH-PROG-DEAF-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The REG-DAY-SCH-PROG-DEAF-CODE is collected for RF Tracker reporting only.

SCHOOL-HEALTH-SERVICES-IND-CODE (E0848) indicates whether the student receiving special education and related services received, or is scheduled to receive, school health services during the current school semester. (See 34 CFR §300.34.)

School health services and school nurse services are those provided to students receiving special education and related services in addition to those routinely available to all students and are designed to enable a child with a disability to receive FAPE as described in the child’s IEP. School nurse services are those provided by a qualified school nurse. School health services may be provided by a qualified school nurse or other qualified person.

For PEIMS Fall Submission (1):

The SCHOOL-HEALTH-SERVICES-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The SCHOOL-HEALTH-SERVICES-IND-CODE is collected for RF Tracker reporting only.

DR14

SOCIAL-WORK-SERVICES-IND-CODE (E0849) indicates whether the student receiving special education and related services received, or is scheduled to receive, social work services during the current school semester. (See 34 CFR §300.34.)

Social workers must be licensed by the Texas State Board of Examiners and must hold a bachelor’s or master’s degree.

For PEIMS Fall Submission (1):

The SOCIAL-WORK-SERVICES-IND-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The SOCIAL-WORK-SERVICES-IND-CODE is collected for RF Tracker reporting only.

SPEECH-THERAPY-INDICATOR-CODE (E0857) indicates whether the student is receiving speech pathology/speech therapy services through the special education program in a speech therapy instructional arrangement. [See 19 TAC §89.63 (c)(4).]

Students who are provided “speech therapy services only” (C095 code 1) are not eligible to be counted for any other instructional arrangement. Speech therapy/speech pathology services must be provided by a professional with a TEA certificate in Speech & Hearing Therapy, Speech Therapy, School Speech-Language Pathology, or with a license from the State Board of Examiners for Speech-Language Pathology(S-LP) and Audiology. An S-LP assistant may provide speech language pathology services under the supervision of a speech-language pathologist.

For PEIMS Fall Submission (1):

The SPEECH-THERAPY-INDICATOR-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The SPEECH-THERAPY-INDICATOR-CODE is collected for RF Tracker reporting only.

TRANSPORTATION-INDICATOR-CODE (E0851) indicates whether the student receiving special education and related services received, or is scheduled to receive, special transportation services (due to his or her disability) during the current school semester. (See 34 CFR §300.34 and TEC §42.155.)

The TRANSPORTATION-INDICATOR-CODE is reported for all special education students who received, or are scheduled to receive, special transportation services (due to his or her disability) during the current school semester. If a SSA member district provides transportation, and the SSA fiscal agent reports PEIMS data, the fiscal agent should also report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement.

Only one district may report the TRANSPORTATION-INDICATOR-CODE for a RDSPD student. If there are sending and receiving districts involved, an agreement must be made between the two districts regarding which district will report PEIMS data. Note: The new RDSPD SSA Procedures require this to be addressed in the SSA contract.

If a member district provides transportation, and the RDSPD fiscal agent reports PEIMS data, the fiscal agent should report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement.

For PEIMS Fall Submission (1):

The TRANSPORTATION-INDICATOR-CODE is collected for PEIMS and RF Tracker reporting.

For PEIMS Summer Submission (3):

The TRANSPORTATION-INDICATOR-CODE is collected for RF Tracker reporting only.

DR15

PPCD-SERVICE-LOCATION-CODE (E1077) indicates whether or not the Preschool Program for Children with Disabilities (PPCD) student received their special education services in a regular early childhood program, which is defined as a program that is designed for typically developing children ages 3-5 and is not specifically or primarily designed for children with disabilities and includes (at the time of the placement decision) a majority of at least 50 percent of non disabled children (i.e., children without an individualized education program (IEP)).

Regular Early Childhood Program may include, but is not limited to:

1. Community-Based Preschool (3- Through 5-Year-Olds): A PPCD student who is receiving the majority of his or her special education services in a licensed community childcare facility that is working in a collaborative partnership with a school LEA may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
2. LEA or Community Child Care Programs: A PPCD student who is receiving the majority of his or her special education services in a LEA or community student care program may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services.
3. LEA or Community Therapy Settings (Speech, OT/PT, etc.): A PPCD student who is receiving the majority of his or her special education services in a LEA or community Therapy Settings may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services.
4. Head Start Program: If a school LEA and a Head Start program provide collaborative services as documented in a memorandum of understanding between the two entities, a PPCD student who is receiving the majority of his or her special education services in the collaborative partnership may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
5. Kindergarten program: A PPCD student who is at least five years old on September 1 of the school year and is receiving the majority of his or her special education services in the kindergarten program may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services.
6. Prekindergarten Program in which the student is eligible: A PPCD student who meets eligibility requirements for prekindergarten (PK) and special education services and is receiving the majority of his or her special education services in the PK classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
7. Prekindergarten Program in which the student is not eligible: A PPCD student who does not meet eligibility requirements for prekindergarten (PK) and special education services and is receiving the majority of his or her special education services in the PK classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
8. School-Based Preschool, Staff and/or Community Access (3- Through 5-Year-Olds): If a school LEA establishes a preschool education program to serve preschool age students regardless of eligibility or other criteria, a PPCD student in the program who receives the majority of his or her special education services (other than speech therapy) in the general classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.

For PEIMS Fall Submission (1):

The PPCD-SERVICE-LOCATION-CODE is collected for PEIMS reporting.

DR16

Decision Tree for Coding Educational Environments for Preschool Special Education Services

DR17

DISTRICT-OF-RDSPD-SERVICE (E1527) indicates the LEA identification number of the RDSPD Fiscal Agent that is providing RDSPD services. This LEA is registered with the Texas Education Agency.

For PEIMS Fall Submission (1):

The DISTRICT-OF-RDSPD-SERVICE is collected for PEIMS reporting.

DR18

**TX-SpecialEducationLanguageAcquisition

The TX-SpecialEducationLanguageAcquisition sub-complex type represents information about the language acquisition services a student has received, hearing amplification used, and the results obtained from these services.  This sub-complex type is required when the student is eight years of age or younger and DISABILITY is ’02’ Deaf-Blindness (Deaf-Blind) or ‘06’ Deaf And Hard Of Hearing. 

This sub-complex type is for the Special Education Language Acquisition collection only.

**SchoolReference Complex Type

The SchoolReference complex type denotes the school providing special education language acquisition services to the student.

**EducationalOrgIdentity Complex Type

The EducationalOrgIdentity complex type includes information to link to a specific educational organization from the SchoolExtension complex type.

CAMPUS-ID (E0266) indicates the unique campus identification number registered with the Texas Education Agency. It is the linking of DISTRICT-ID with the campus identification number associated with the student.

PREFERRED-HOME-COMMUNICATION-METHOD (E1661) identifies the preferred unique communication method used by the child at home.

This data element is for the Special Education Language Acquisition collection only.

**TX-LanguageAcquisitionServicesProvided

The TX-LanguageAcquisitionServicesProvided sub-complex type represents the language acquisition services a student has received.  Multiple instances of the TX-LanguageAcquisitionServicesProvided sub-complex type can be reported if a student receives more than one type of service.

This sub-complex type is for the Special Education Language Acquisition collection only.

LANG-ACQ-SERVICES-PROVIDED (E1662) indicates the specific language acquisition services provided to the student. 

Multiple instances of this data element can be reported and is required when DISABILITY is ’02’ Deaf-Blindness (Deaf-Blind) or ‘06’ Deaf And Hard Of Hearing for students eight years of age or younger.

If the LEA does not provide language acquisition services, "Services not Provided" should be reported. 

Corresponding data elements E1663 FREQUENCY-OF-SERVICES and E1664 HOURS-SPENT-RECEIVING-SERVICES must also be provided when LANG-ACQ-SERVICES-PROVIDED is reported as any value other than "Services not Provided". 

FREQUENCY-OF-SERVICES (E1663) identifies the frequency with which a student receives services. 

Choose the lowest increment of time that is applicable for this service.  For example, if service is provided for more than 5 hours a day, “Weekly” is a better choice than “Monthly”.

Multiple instances of this data element can be reported. FREQUENCY-OF-SERVICES must be provided for each "Direct" or "Indirect/Consultative" LANG-ACQ-SERVICES-PROVIDED reported.

If the LEA does not provide language acquisition services, TX-FrequencyOfServices should not be reported.

HOURS-SPENT-RECEIVING-SERVICES (E1664) identifies the amount of time in which the student receives services.  

Multiple instances of this data element can be reported. HOURS-SPENT-RECEIVING-SERVICES must be provided for each "Direct" or "Indirect/Consultative" LANG-ACQ-SERVICES-PROVIDED reported.

If the LEA does not provide language acquisition services, TX-HoursSpentReceivingServices should not be reported.

DR19

**TX-HearingAmplification

The TX-HearingAmplification sub-complex type represents the hearing amplification device(s), access and use for a student.  Multiple instances of the TX-HearingAmplification sub-complex type can be reported if a student uses more than one device.

This sub-complex type is for the Special Education Language Acquisition collection only.

HEARING-AMPLIFICATION-TYPE (E1665) identifies the type of hearing amplification device used by the student.

Multiple instances of this data element can be reported. For each HEARING-AMPLIFICATION-TYPE reported that is not code “00”, Not Applicable, a corresponding response for data element E1666 HEARING-AMPLIFICATION-ACCESS must also be provided.

HEARING-AMPLIFICATION-ACCESS (E1666) identifies whether the student has access to the hearing amplification devise for the full-day or partial day for each HEARING-AMPLIFICATION-TYPE reported.

Multiple instances of this data element can be reported. HEARING-AMPLIFICATION-ACCESS must be provided for each HEARING-AMPLIFICATION-TYPE reported unless HEARING-AMPLIFICATION-TYPE reported is code “00”, Not Applicable.

HEARING-AMPLIFICATION-AVERAGE-DAILY-USE (E1667) identifies the average amount of time the hearing amplification device is used in a day based on the HEARING-AMPLIFICATION-ACCESS reported.

Multiple instances of this data element can be reported. HEARING-AMPLIFICATION-AVERAGE-DAILY-USE is only reported if HEARING-AMPLIFICATION-ACCESS is “Partial Day”.

DR20

**TX-LanguageAcquisitionAssessmentReportingCategory

The TX-LanguageAcquisitionAssessmentReportingCategory sub-complex type represents the assessments conducted to evaluate a student’s language acquisition.  Multiple instances of the TX-LanguageAcquisitionAssessmentReportingCategory sub-complex type can be reported if more than one tool or assessment is used.

This sub-complex type is for the Special Education Language Acquisition collection only.

TOOL-OR-ASSESSMENT-USED (E1668) identifies the tool or assessment used to assess the student’s language acquisition.

More than one tool or assessment may be reported. For each TOOL-OR-ASSESSMENT-USED reported that is not code “00”, Not Assessed, a corresponding response for data element E1669 ASSESSMENT-RESULTS-OBTAINED must also be provided.

ASSESSMENT-RESULTS-OBTAINED (E1669) identifies the results of the tool or assessment used to assess the student’s language acquisition.

Multiple instances of this data element can be reported. ASSESSMENT-RESULTS-OBTAINED must be provided for each TOOL-OR-ASSESSMENT-USED reported unless TOOL-OR-ASSESSMENT-USED reported is code “00”, Not Assessed.