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

The StudentIdentification Complex Type represents a coding scheme that is used for identification and record-keeping purposes by schools, social services, or other agencies to refer to a student.

DR2

STUDENT-IDENTIFICATION-SYSTEM (E1090) is a coding scheme that is used for identification and record-keeping purposes by schools, social services, or other agencies to refer to a student.

When submitting the STUDENT-IDENTIFICATION-SYSTEM data element for STUDENT-ID, this value will equal “State”.

STUDENT-ASSIGNING-ORGANIZATION-CODE (E1510) is the organization code or name assigning the student Identification Code.

STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number.

The LEA should request the student's SSN or assign a state-approved alternate identification number from the list of alternate ID numbers provided by TEA. Once a student’s identification (ID) number is assigned, it should be removed from the pool of unassigned alternate ID numbers. Do not reassign an alternate ID number once it has been assigned to a student.

Every effort should be made to obtain the student’s SSN. For previously enrolled students with no record of an SSN, the LEA should request the student's SSN at the beginning of each school year.

When the student transfers to another LEA or returns to the same LEA, the LEA must use the student ID number already assigned to the student. If the student fails to provide records from the prior LEA that indicate the student's ID number, the receiving LEA should request the ID number and a copy of the student's prior school records from the sending LEA through Texas Records Exchange (TREx). LEAs must verify each student’s ID number received from another LEA by searching the Unique ID Application.

STUDENT-IDENTIFICATION-SYSTEM (E1090) is a coding scheme that is used for identification and record-keeping purposes by schools, social services, or other agencies to refer to a student.

When submitting the STUDENT-IDENTIFICATION-SYSTEM data element for LOCAL-STUDENT-ID, this value will equal “District”.

STUDENT-ASSIGNING-ORGANIZATION-CODE (E1510) is the organization code or name assigning the student Identification Code.

LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the LEA.

The LOCAL-STUDENT-ID is displayed on student validation reports to assist the LEA with resolving student data errors.

DR3

The Name Complex Type includes the set of data elements that comprise a person's legal name.

TEC §25.0021 states that a Texas public school student must be identified by his or her legal surname. Legal name is obtained from the birth certificate. The name entered must match the birth certificate exactly as shown. Each name on the birth certificate must appear in one of the name fields.

If the birth certificate name cannot be understood completely, the parent/guardian shall be asked to clarify. If the first or last name is not indicated on a student's birth certificate, then the parent/guardian(s) shall provide a first and/or last name to be used for reporting purposes consistently while the student is enrolled in Texas public schools.

If a birth certificate is not obtainable, the name entered shall match an alternate document. Acceptable alternate documents are driver’s license, passport, school ID card, school record, school report card, military ID, hospital birth record, adoption record, church baptismal record, court-ordered legal name change document, or any other legal document that establishes identity.

Do not use an initial for FIRST-NAME, unless an initial is the legal first name.

A full MIDDLE-NAME is required, if available. If a student has no middle name, leave MIDDLE-NAME blank.

GENERATION-CODE-SUFFIX (E1303) is an appendage, if any, used to denote an individual's generation in his family (e.g., Jr., Sr., III).

This element is used to calculate demographic information on the studentGPS® Dashboards.

DR4

The BirthData Complex Type includes the set of data elements that capture relevant data regarding a person's birth, including birth date and place of birth.

DATE-OF-BIRTH (E0006) indicates the month, day, and year of the person's birth.

STATE-OF-BIRTH-ABBREVIATION (E1164) is the abbreviation for the name of the state (within the United States) or extra-state jurisdiction in which an individual was born.

COUNTRY-OF-BIRTHCODE (E1165) is the unique two-digit International Organization for Standardization (ISO) code for the country in which an individual is born.

DATE-ENTERED-US (E1166) is for students born outside of the US, the date the student entered the US.

MULTIPLE-BIRTH-STATUS (E1167) indicates whether the student was a result of a multiple birth.

DR5

The Address Complex Type includes the set of data elements that describes an address, including the street address, city, state, and ZIP code.

ADDRESS-TYPE (E1113) is the type of address listed for an individual or organization. For example: Physical Address, Mailing Address, Home Address, etc.)

ADDRESS-TYPE is reported for studentGPS® Dashboards and the SPPI-14 data collection.

The student, primary, and secondary contact addresses may use one of the following address types: Home, Physical, Billing, Mailing, Other, Temporary, and Work. In cases where multiple addresses are submitted, SPPI-14 will promote address data in the following order of priority: Mailing, Home, Physical, Temporary, Work, Billing, and Other. Only one address type will be used per student, primary and secondary contact.

STREET-NUMBER-NAME (E1114) is the street number and street name or post office box number of an address.

STREET-NUMBER-NAME is reported for studentGPS® Dashboards and the SPPI-14 data collection.

APARTMENT-ROOM-SUITE-NUMBER (E1115) is the apartment, room, or suite number of an address.

APARTMENT-ROOM-SUITE-NUMBER is reported for studentGPS® Dashboards and the SPPI-14 data collection.

BUILDING-SITE-NUMBER (E1116) is the number of the building on the site, if more than one building shares the same address.

STATE-ABBREVIATION (E1118) is the abbreviation for the state (within the United States) or outlying area in which an address is located.

STATE-ABBREVIATION is reported for studentGPS® Dashboards and the SPPI-14 data collection.

POSTAL-CODE (E1119) is the five or nine-digit zip code or overseas postal code portion of an address.

POSTAL-CODE is reported for studentGPS® Dashboards and the SPPI-14 data collection.

NAME-OF-COUNTY (E1120) is the name of the county, parish, borough, or comparable unit (within a state) in which an address is located.

COUNTRY-CODE (E1122) is the unique two-character International Organization for Standardization (ISO) code for the country in which an address is located.

COUNTRY-CODE is reported for studentGPS® Dashboards and the SPPI-14 data collection.

DR6

The Telephone Complex Type includes the set of data elements that identify the10-digit telephone number, including the area code, for the person.

TELEPHONE-NUMBER-TYPE (E1455) is the type of communication number listed for an individual or organization.

TELEPHONE-NUMBER-TYPE is reported for studentGPS® Dashboards and the SPPI-14 data collection.

The student, primary, and secondary contact telephone numbers may use one of the following telephone types: Fax, Home, Mobile, Other, Unlisted, Work, Emergency 1, Emergency 2. In cases where multiple phone types are submitted, SPPI-14 will promote telephone data using the following order of priority: Home, Mobile, Work, Emergency 1, Emergency 2, Unlisted, Fax, and Other. Only one telephone type will be used per student, primary, and secondary contact.

PRIMARY-TELEPHONE-NUMBER-INDICATOR (E1456) is an indication that the telephone number should be used as the principal number for an individual or organization.

TELEPHONE-NUMBER (E1269) is the telephone number including the area code, and extension, if applicable.

TELEPHONE-NUMBER is reported for studentGPS® Dashboards and the SPPI-14 data collection.

DR7

The ElectronicMail Complex Type includes the set of data elements that identify an electronic mail (e-mail) user within the network to which the individual or organization belongs.

EMAIL-ADDRESS-TYPE (E1242) is the type of email listed for an individual or organization. For example: Home/Personal, Work, etc.)

EMAIL-ADDRESS-TYPE is reported for studentGPS® Dashboards and the SPPI-14 data collection.

The student, primary, and secondary contact email addresses may use one of the following email types: Home/Personal, Organization, Other, and Work. In cases where multiple email address types are submitted, SPPI-14 will promote email addresses using the following order of priority: Home/Personal, Work, Organization, and Other. Only one email type will be used per student, primary, and secondary contact.

EMAIL-ADDRESS (E1243) is the electronic mail (e-mail) address listed for an individual or organization.

EMAIL-ADDRESS is reported for studentGPS® Dashboards and the SPPI-14 data collection.

DR8

HISPANIC-LATINO-ETHNICITY (E1375) is an indication that the individual traces his or her origin or descent to Mexico, Puerto Rico, Cuba, Central and South America, and other Spanish cultures, regardless of race. The term, "Spanish origin," can be used in addition to "Hispanic or Latino."

This element is used to calculate demographic information on the studentGPS® Dashboards.

ETHNICITY (E1462) is the previous definition of Ethnicity combining Hispanic/Latino and race: American Indian or Alaska Native, Asian or Pacific Islander, Black, not of Hispanic origin, Hispanic, White, not of Hispanic origin.

The Race Complex Type represents the general racial category which most clearly reflects the individual's recognition of his or her community or with which the individual most identifies. The way this data element is listed, it must allow for multiple entries so that each individual can specify all appropriate races.

RACIAL-CATEGORY (E1343)is zero or more racial categories associated with the student or staff.

This element is used to calculate demographic information on the studentGPS® Dashboards.

ECONOMIC-DISADVANTAGE (E1387) is an indication of inadequate financial condition of an individual's family, as determined by family income, number of family members/dependents, participation in public assistance programs, and/or other characteristics considered relevant by federal, state, and local policy.

SCHOOL-FOOD-SERVICES-ELIGIBILITY (E1389) is an indication of a student's level of eligibility for breakfast, lunch, snack, supper, and milk programs.

DR9

The StudentCharacteristics Complex Type reflects important characteristics of the student's home situation such as Displaced Homemaker, Immigrant, Migratory, Military Parent, Pregnant Teen, Single Parent, Unaccompanied Youth, etc.

STUDENT-CHARACTERISTIC (E1408) is the characteristic designated for the student.

STUDENT-CHARACTERISTIC-BEGIN-DATE (E1409) is the date the characteristic was designated.

STUDENT-CHARACTERISTIC-END-DATE (E1410) is the date the characteristic was removed.

DESIGNATED-BY (E1339) is the person, organization, or department that designated the characteristic.

LIMITED-ENGLISH-PROFICIENCY (E1390) is an indication that the student has been identified as Limited English Proficient or English Proficient by the Language Proficiency Assessment Committee (LPAC).

This element is used to calculate demographic information on the studentGPS® Dashboards.

The Languages Complex Type represents the language(s) the individual uses to communicate.

The HomeLanguages Complex Type represents the language or dialect routinely spoken in an individual's home. This language or dialect may or may not be an individual's native language.

HOME-LANGUAGES (E1386) represents the language or dialect routinely spoken in an individual's home. This language or dialect may or may not be an individual's native language.

DR10

The Disabilities Complex Type includes the disability condition(s) that best describes an individual's impairment.

DISABILITY (E1220) is a disability category that describes a child's impairment.

ORDER-OF-DISABILITY (E1222) is the order by severity of student's disabilities: 1 - Primary, 2 - Secondary, 3 - Tertiary, etc.

The Section504Disabilities Complex Type represents a categorization of the disabilities associated with a student pursuant to Section 504.

SECTION-504-DISABILITY (E1366) is a categorization of the disabilities associated with a student pursuant to Section 504.

DR11

DISPLACEMENT-STATUS (E1391) indicates a state health or weather-related event that displaces a group of students, and may require additional funding, educational, or social services.

The StudentIndicators Complex Type includes the indicator(s) or metric(s) computed for the student (e.g., at risk) to influence more effective education or direct specific interventions.

This element is used to calculate demographic information on the studentGPS® Dashboards.

STUDENT-INDICATOR-BEGIN-DATE (E1420) is the date when the indicator was assigned or computed.

STUDENT-INDICATOR-END-DATE (E1421)is the date the indicator or metric was sunset or removed.

DESIGNATED-BY (E1339) is the person, organization, or department that designated the indicator or program association.

The LEAReference Complex Type represents the identifier assigned to a Local Education Agency by the State Education Agency that identifies the LEA reporting the student.

The EducationalOrgIdentity Complex Type provides user information to look up and link to an existing educational organization record in the receiving system.

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

DR12

GENERATION-CODE (E0706) identifies the generation suffix, if any, which the person attaches to his name.

GENERATION-CODE is part of the student’s legal name. This data element is optional and only reported when available.

HISPANIC-LATINO-CODE (E1064) indicates a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

The TX-Race Complex Type represents the general racial category which most clearly reflects the individual's recognition of his or her community or with which the individual most identifies. The way this data element is listed, it must allow for multiple entries so that each individual can specify all appropriate races.

AMERICAN-INDIAN-ALASKA-NATIVE-CODE (E1059) indicates a person having origins in any of the original peoples of North and South America (including Central America).

ASIAN-CODE (E1060) indicates a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

BLACK-AFRICAN AMERICAN-CODE (E1061) indicates a person having origins in any of the black racial groups of Africa.

NATIVE-HAWAIIAN-PACIFIC-ISLANDER-CODE (E1062) indicates a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

WHITE-CODE (E1063) indicates a person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

Student ethnicity and race must be reported using the federal standard required for reporting to the United States Department of Education (USDE). LEAs are to report the results of the two-part question for each student enrolled in the LEA. See Appendix F of the TEDS for additional information. In Appendix F, there is a standardized form that could be used by all Texas public schools to collect this information.

DR13

The TX-StudentCharacteristics Complex Type reflects important characteristics of the student to include Homeless, Immigrant, Migrant, Military Connected, Unaccompanied Youth, etc.

ADA-ELIGIBILITY-CODE (E0787) indicates the eligibility status of the student as reflected in the attendance accounting records of the district.

The ADA-ELIGIBILITY-CODE identifies the level of membership and Average Daily Attendance eligibility for a particular student. Additional requirements and rules concerning this code are available in Section 3 of the Student Attendance Accounting Handbook.

AT-RISK-INDICATOR-CODE (E0919)indicates whether a student is currently identified as “at-risk” of not meeting standards or dropping out of school using state-defined criteria (TEC §29.081, Compensatory and Accelerated Instruction). Local criteria are not included in this indicator code.

The purpose of State Compensatory Education (SCE) is to supplement the basic – or regular – education program with compensatory accelerated instruction in order to reduce any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39 TEC, or disparity in the rates of high school completion between students at risk of dropping out of school and all other LEA students. The program requires Texas local education agencies (LEAs) to offer direct supplemental accelerated instruction to each student who meets one or more statutory or locally-defined eligibility (“at risk”) criteria. State Compensatory Education (SCE) program mandates and references can be found in the Texas Education Code (TEC) §29.081, §28.0217, §29.089 and §42.152. LEA’s are required to serve each student who meets the statutory eligibility criteria regardless of whether the district receives funds under TEC §42.152.

DR14

A student “at-risk of dropping out of school” is under 26 years of age and who:

1. was not advanced from one grade level to the next for one or more school years; [excludes prekindergarten or kindergarten students who were not advanced as a result of a documented request by the student’s parent under TEC 29.081 (d-1).]

2. is in grade 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;

3. did not perform satisfactorily on an assessment instrument administered to the student under TEC Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;

4. is in prekindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;

6. has been placed in an alternative education program in accordance with TEC §37.006 during the preceding or current school year;

7. has been expelled in accordance with TEC §37.007 during the preceding or current school year;

8. is currently on parole, probation, deferred prosecution, or other conditional release;

9. was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;

11. is in the custody or care of the Department of Family and Protective Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;

12. is homeless, as defined by 42 U.S.C. Section 11434 (a), and its subsequent amendments;

14. has been incarcerated or has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by Section 1.07, Penal Code.

or, regardless of the student’s age, each student who participates in an adult education program provided under a high school diploma and industry certification charter school program under Section 29.259.

Please note that a student with a disability may be considered to be at-risk of dropping out of school if the student meets one or more of the statutory criteria for being in an at-risk situation that is not considered to be part of the student’s disability. A student with a disability is not automatically coded as being in an at-risk situation. LEAs should use the student's individualized education program (IEP) and other appropriate information to make the determination.

LEAs must evaluate the status of each student at regular intervals, and use the appropriate entry and exit procedures. Students do not remain identified as being in an at-risk situation throughout their school career unless they continue to meet one of the at-risk criteria.

State Compensatory Education (SCE) funds must be used for providing intensive and accelerated instructional services to at-risk students. However, the State Compensatory Education (SCE) allotment for a LEA is not based on students identified as at-risk, but rather is based on several factors, including students’ eligible for free and reduced-price lunch as reported monthly to the Division of Child Nutrition. Thus, some of the students who generate the state compensatory funds may not be the ones actually receiving the services funded by the compensatory allotment.

Additional information on at-risk students may be obtained by contacting your regional Education Service Center State Compensatory Education contact or see the Compensatory and At-Risk Frequently Asked Questions document on the TEA website at: http://tea.texas.gov/index4.aspx?id=4082.

For those students who are determined to be at-risk under the “parent” criteria, the following conditions must be met:

o the student must continue to provide regular emotional and physical support (e.g., food, clothing, shelter,health care) for the child.

Given these conditions, a student who has given a child up for adoption and no longer has any contact with the child should not be considered to be in an at-risk situation under this section of the definition. Similarly, if the student (either the mother or the father) no longer has any regular contact with the child, the student should not be considered a parent.

On the other hand, a student who is not a birth mother or father MAY be a parent. A high school student may be considered a parent when the student is assuming responsibility for the regular provision of emotional and physical support for a child (e.g., a sibling). A stepfather or a stepmother can also be considered a parent if they meet the conditions listed above.

This definition does not exclude students who assume only partial responsibility for the emotional and/or physical support of a child. The mother, father, or student acting as parent may be considered a parent if other individuals (e.g., grandparents, other relatives, friends) are providing partial support of the child's needs.

DR15

HOMELESS-STATUS-CODE (E1082) as defined by 42 U.S.C. Section 11434(a), the term “homeless children and youths” —

A. means individuals who lack a fixed, regular, and adequate nighttime residence [within the meaning of section 11302(a)(1)]; and

(i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals

(ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings [within the meaning of section 11302(a)(2)(C)];

(iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and

(iv) migratory children (as such term is defined in section 6399 of title 20) who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

HOMELESS-STATUS-CODE is reported by all LEAs to indicate whether a student is homeless and, if homeless, what their primary nighttime residence is at the time of identification. There are only four categories of primary nighttime residence, and if a student is homeless, their nighttime residence must be in one of these four categories:

· Shelters: Supervised publicly or privately-operated facilities designed to provide temporary living accommodations. Included are emergency shelters, family shelters, domestic violence shelters, youth shelters, and transitional housing programs. The shelters category for homeless students does not include residential treatment facilities, Title I Neglected or Delinquent facilities, or TJJD facilities.

· Doubled-Up: Sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (e.g., living with another family). This classification requires a case-by-case determination.

· Unsheltered: A nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. It includes such places as cars, parks, campgrounds (if living there because they lack an alternative accommodation), temporary trailers (if living there because they lack an alternative accommodation), abandoned buildings, and substandard housing. Substandard housing may be determined by local building codes, community norms, and/or a case-by-case determination as to whether the accommodation is a “fixed, regular, and adequate nighttime residence.”

· Motels/Hotels: Students who stay at a motel or hotel are considered homeless if they reside there because they have lost their housing, lack an alternative accommodation, and do not have a “fixed, regular, and adequate nighttime residence.”

o children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and

o migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

HOMELESS-STATUS-CODE is used to identify and report all the students that have experienced homelessness at some point during the school year. If a student is identified as homeless, but later in the same school year enters permanent housing, this Homeless Status Code should not be changed and should still indicate that the student is homeless for the remainder of the current school year.

For Submission 1, all students identified as homeless in the PEIMS Fall snapshot must also be coded as homeless in the Summer submission (Submission 3).

The homeless status of each student should be determined upon enrollment and/or at the start of each new school year. Additionally, every school district and open enrollment charter school should have processes and procedures in place to identify students who become homeless after enrollment or after the start of a new school year.

The McKinney-Vento Homeless Education Assistance Improvements Act (Title X, Part C of the No Child Left Behind Act) requires that all students that meet the statutory definition of homelessness be identified by the school district. The law requires that all students experiencing homelessness can enroll, attend, and succeed in school. The purpose of identifying students experiencing homelessness is to make sure that all can enroll, that they have access to services for which they are eligible, and to provide a count of the numbers of students that experience homelessness during a given school year.

The McKinney-Vento Act requires that every school district designate a homeless liaison. One of the responsibilities assigned to homeless liaisons under the McKinney-Vento Act is the identification of students experiencing homelessness. Many districts use a residency questionnaire to help determine homeless status. A sample residency questionnaire is available on the Texas Homeless Education Office website.

Contact your local homeless liaison for questions about the statutory definition of homelessness in the McKinney-Vento Act, whether a student meets that definition, and what category of living situation is appropriate.

Additional information regarding student homelessness situations and determinations can be obtained from the Texas Homeless Education Office. To contact the Texas Homeless Education Office, call 1-800-446-3142. For access to the McKinney-Vento Act, relevant laws and rules, guidance and information about serving the needs of homeless students, and a database of homeless liaisons, visit the Texas Homeless Education Office Website at http://www.utdanacenter.org/theo/.

DR16

IMMIGRANT-INDICATOR-CODE (E0797) indicates whether the student is an identified immigrant under the definition found under Title III of the No Child Left Behind Act of 2001 (NCLB), where the term ‘immigrant children and youth’ is defined as, “individuals who are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than 3 full academic years. The term ‘State’ means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. (See P.L. 107-110 Title III, Part C, § 3301(6).)

Immigrant status under the Title III – Language Instruction for Limited English Proficient and Immigrant Students of the No Child Left Behind Act of 2001, should not be confused with immigrant status as defined for the Department of Homeland Security (DHS). Districts should not assume responsibility for determining the extent to which students are legal or illegal immigrants under DHS regulations. Texas is required to use the federal definition under Title III of NCLB in order to determine immigrant student counts for funding and for coding in PEIMS.

LEP-INDICATOR-CODE (E0790)indicates whether the student has been identified as limited English proficient (LEP)/English learner (EL) by the Language Proficiency Assessment Committee (LPAC) or is English proficient (19 TAC §89.1220), according to criteria established in 19 TAC §89.1226.

LEP/EL status shall be determined by completion of the identification process by the Language Proficiency Assessment Committee (LPAC) as outlined in 19 TAC §89.1226, which includes assessment in the state-approved English language proficiency instrument.

A student may be categorically identified as non-LEP/English proficient (EP), LEP/English learner (EL), Monitored (reclassified as no longer LEP/EL but monitored for 4 years), or identified as Former LEP/EL Student (after fourth year of monitoring).

LEP-INDICATOR-CODE 5 (Former LEP/EL Student) should only be used for students who were reported with a LEP-INDICATOR-CODE 4 (fourth year of monitoring after reclassification) in the preceeding school year.

For details on coding a student with the LEP-INDICATOR-CODE, see Section 4 LEP-INDICATOR-CODE (C061).

For Submission 1, the LEP-INDICATOR-CODE must reflect the student’s LEP/EL status as of the PEIMS Fall snapshot date (last Friday in October).

For Submissions 3 and 4, the LEP-INDICATOR-CODE must reflect the student’s LEP/EL status for the school year. LEP-INDICATOR-CODE is “1” if the student was identified as LEP/EL at any time during the school year. The Bilingual/ESL Program does not permit a student who is LEP/EL from being reclassified from LEP/EL status before the end of the school year.

Note: Every LEP/EL student who is eligible for admission to kindergarten or first grade at the beginning of the next school year and who participates in the Bilingual/ESL Summer School Program for at least one day should have a BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE of “1".

LEP/EL students participating in the Bilingual/ESL Summer School Program may also participate in Extended School Year (ESY) Services if the students have been identified as being eligible for these services/programs. However, participation in the Bilingual/ESL Summer School Program is separate and apart from ESY and is not dependent upon participation in either program.

See the 40110 StudentProgramExtension Complex Type for complete information regarding the reporting of the BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE.

Reclassification is defined as the process by which the language proficiency assessment committee (LPAC) determines that an English learner (EL) has met the appropriate criteria to be classified as non-LEP/English proficient (EP) in the Texas Student Data System Public Education Information Management System (TSDS PEIMS). (See TAC §89.1203.)

Reclassification criteria is applicable to LEP/EL students who are identified and are served in either a required Bilingual or a required ESL program or are being served in a general education classroom due to a LEP/EL Parent Denial.

The following reclassification criteria must be met and approved by the LPAC in order to change an identified LEP/EL student to a non-LEP/EP status:

· a proficiency rating on the state-approved English language proficiency test for exit that is designated for indicating English proficiency in each the four language domains (listening, speaking, reading, and writing);

· passing standard met on the reading assessment instrument under the Texas Education Code (TEC), §39.023(a), or, for students at grade levels not assessed by the aforementioned reading assessment instrument, a score at or above the 40th percentile on both the English reading and the English language arts sections of the state-approved norm-referenced standardized achievement instrument; and

· the results of a subjective teacher evaluation using the state's standardized rubric.

DR17

Refer to the Bilingual and English as a Second Language Education Programs website provided by TEA’s Division of English Learner Support for resources related to English learners and Bilingual and English as a second language (ESL) programs. The website includes the following as well as other helpful resources:

· LEP/EL Decision Chart for the Language Proficiency Assessment Committee (LPAC) with PEIMS codes (includes accessible version of flowchart)

· Explanatory video of revisions to TSDS PEIMS for 2019-2020 related to English learners and Bilingual/ESL programs

DR18

MIGRANT-INDICATOR-CODE (E0984) indicates whether the student (ages 3-21) is, or the student's parent, spouse, or guardian is a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work:

2. resides in a school district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary residence to engage in a fishing activity.

The MIGRANT-INDICATOR-CODE identifies every migrant student enrolled in any LEA in the state. A migrant student should be reported with MIGRANT-INDICATOR CODE of 1 whether the district receives migrant funds or not.

A migrant student does not have to actually receive migrant-funded services in order to be coded as a participant in the program (MIGRANT-INDICATOR-CODE = 1). The student simply has to be eligible under the federal legal definition of an eligible migrant child.

Migrant students who have a MIGRANT-INDICATOR-CODE of 1 must have a current Certificate of Eligibility (COE) on file at the LEA or regional education service center completed and signed by an individual trained by the Texas Migrant Education Program (MEP). The LEA should ensure that all school-aged students coded as Migrant for PEIMS should match all children listed on the COE. Questions regarding eligibility, program qualification, etc. should be directed to the migrant funded staff at the regional education service center.

Migrant students ages 3-21 who are enrolled in school in campus-based programs, but who have not yet received a high school diploma are coded 1. Migrant students ages three and four, who are enrolled in home-based early childhood programs, should be coded as “enrolled, but not in membership (ADA-ELIGIBILITY-CODE 0)”. Note that migrant students ages 5-21 who are not enrolled in school (what the Migrant Education Program calls residency-only students) are not reported in PEIMS.

Migrant three-and-four-year-olds served in a campus-based program funded wholly or in part by Title I, Part C (Migrant) funds should also be coded with grade level PK. Migrant three-and-four-year-olds served in a home-based early childhood program funded wholly or in part by Title I, Part C (Migrant) funds (e.g., the Building Bridges Program) should also be coded EE.

Migrant three-and four-year-olds who do not have a Social Security number should still be reported through PEIMS using a state-assigned alternative ID number. Children should never be omitted from PEIMS merely because they do not have a Social Security number.

Migrant students under the age of five participating in off-campus early childhood education programs should be coded "0" for ADA-ELIGIBILITY-CODE. Any student not in membership in any LEA, but receiving services, should be coded "0" for ADA-ELIGIBILITY-CODE.

A migrant student who is not receiving Title I, Part A services should have a code of 0 for TITLE-I-PART-A-INDICATOR-CODE. However, if this same migrant student was previously served by Title I, Part A at the current campus, the student should have a code of 8.

The MIGRANT-INDICATOR-CODE is reported as MIGRANT-INDICATOR-CODE 1 for a migrant student who has a current Certificate of Eligibility (COE) on file at the district or regional education service center completed and signed by an individual trained by the Texas Migrant Education Program (MEP) as of the last Friday in October (PEIMS Fall snapshot date).

DR19

SSI-PROMOTION-RETENTION-CODE (E1030)indicates whether the student was promoted or retained as a result of participation in the Student Success Initiative (SSI) as described in TAC Chapter 101, Subchapter BB and TEC §28.0211.

Each school LEA and charter school shall establish procedures for convening a Grade Placement Committee to prescribe accelerated instruction for each student who fails to demonstrate proficiency on the second administration of the assessment instrument(s) required for promotion. A student who does not pass the third assessment instrument(s) required for promotion may be promoted by unanimous decision of his or her Grade Placement Committee. Refer to TEC §28.0211(c) and TAC §101.2007 for Grade Placement Committee information and roles.

For SSI purposes, “assessment instrument” refers to the State of Texas Assessments of Academic Readiness (STAAR®).

In C171, SSI-PROMOTION-RETENTION-CODE, “does not meet SSI requirements” refers to students who do not pass the appropriate assessment instrument(s) required for promotion. This includes students who are tested and do not pass the assessment instrument(s) and students who are absent or do not receive test scores.

When a student who participates in the SSI transfers/relocates to another public school or charter LEA in Texas, the receiving LEA should obtain Grade Placement Committee documentation from the student’s previous school LEA through the records request process. This documentation should include the previous LEA’s accelerated instruction and promotion/retention decision(s) and/or provide valuable details about the student’s progress and assessment score(s) so that the receiving LEA may better decide whether the SSI student should be promoted or retained.

Additional information on the Student Success Initiative can be accessed by visiting the Student Success Initiative webpage located on the Student Assessment Division webpage on the TEA website. The following URL is for the Student Success Initiative webpage: http://tea.texas.gov/student.assessment/ssi/

1. A FLOWCHART detailing the decision-making process for SSI grade advancement can be accessed from the Student Success Initiative webpage. The document name is “Interactive Flow Chart” and can be found under the document grouping entitled “Grade Placement Committee Manual.”

2. A FLOWCHART detailing the decision-making process for SSI grade advancement for students receiving special education services can be accessed from the Student Success Initiative webpage. The document name is “Flowchart for Students Receiving Special Education Services” and can be found under the document grouping entitled “Grade Placement Committee Manual.”

DR20

UNACCOMPANIED-YOUTH-STATUS-CODE (E1084) as defined by NCLB, Title X, Part C, Section 725(6), the term “unaccompanied youth” — means a youth not in the physical custody of a parent or guardian.

UNACCOMPANIED-YOUTH-STATUS-CODE is to be used by all districts to identify and report whether or not a homeless student is unaccompanied (not in the physical custody of a parent or legal guardian), and if unaccompanied, whether or not they received services under the McKinney-Vento program at any time during the school year. The services may be direct services as outlined in the McKinney-Vento Act in Section 723, or indirect services such as those provided by a staff member who position is funded with McKinney-Vento funds.

Any homeless student who is 1) under age 21 on September 1 of the applicable school year or if the student is less than 22 on September 1 of the applicable school year and is eligible for special education services, and 2) not in the physical custody of a parent or legal guardian, even if the student is living with a caregiver who is not the student’s parent or legal guardian.

If a homeless student is unaccompanied, but later that school year becomes accompanied, this status code should not be changed and should still indicate that the student had been unaccompanied. For PEIMS reporting purposes,all students identified as unaccompanied in the PEIMS Fall snapshot must also be reported as unaccompanied in the Summer submission.

The unaccompanied status of each homeless student should be determined upon enrollment and at the start of each new school year. Additionally, every school district needs to have processes and procedures in place to help identify students who become unaccompanied after enrollment or after the start of a new school year. The unaccompanied status of each homeless student must be determined each year. If a homeless student is an unaccompanied youth,the district must indicate whether or not the student received direct services under the McKinney-Vento HomelessEducation Program. This program is also known as the TEXSHEP program.

DR21

UNSCHOOLED-ASYLEE/REFUGEE-CODE (E1076) indicates whether a student's initial enrollment in a school in the United States in grades 7 through 12 was as an unschooled asylee or refugee per TEC Section 39.027(a-1).

2. has a visa issued by the United States Department of State with a Form I-94 Arrival/Departure record, or a successor document, issued by the United States Citizenship and Immigration Services that is stamped with "Asylee," "Refugee," or "Asylum"; and

3. as a result of inadequate schooling outside of the United States, lacks the necessary foundation in the essential knowledge and skills of the curriculum prescribed under TEC Section 28.002, as determined by the language proficiency assessment committee established under TEC Section 29.063.

The Student Assessment Division’s definition applies for purposes of the statewide assessment program. The PEIMS definition is used to identify exclusions in the calculation of dropout and completion rates.

UNSCHOOLED-ASYLEE/REFUGEE-CODE is mandatory for all students. However, only students whose initial enrollment was in a school in the United States in grades 7-12 may be reported with Unschooled Asylee Refugee codes other than “0”.

Documentation substantiating the use of UNSCHOOLED-ASYLEE/REFUGEE-CODE “1” (Refugee) includes the following:

· Form I-94 Arrival/Departure card stamped with one of the following: Refugee, Section 207 of the Immigration and Nationality Act (INA), RE-1, RE-2, RE-3, RE-4, or RE-5.

· Lawful permanent resident card (“green card”) stating: Refugee, Section 207 of the INA, RE-1, RE-2, RE-3, RE-4, or RE-5.

Documentation substantiating the use of UNSCHOOLED-ASYLEE/REFUGEE-CODE “2” (Asylee) includes the following:

· Form I-94 Arrival/Departure card stamped with one of the following: Asylum status granted, Section 208 of the Immigration and Nationality Act (INA), AS-1, AS-2, or AS-3.

· Lawful permanent resident card (“green card”) stating: Asylum status granted, Section 208 of the Immigration and Nationality Act (INA), AS-1, AS-2, or AS-3.

· Asylum approval letter from an Immigration and Naturalization Service (INS) asylum office: Letter indicates that the individual has been granted asylum pursuant to Section 208 of the INA.

· I-730 Approval letter: Written decision from the Board of Immigration Appeals.

Only students who have been granted asylum qualify for UNSCHOOLED-ASYLEE/REFUGEE-CODE “2” (Asylee). This code cannot be used for a student whose Form I-94 Arrival/Departure card indicates asylum status pending. Asylum must have been granted to use this code.

Documentation supporting the Asylee or Refugee coding must be obtained by the resubmission deadline for the relevant PEIMS submission (i.e., PEIMS Submission 1 or PEIMS Submission 3).

Families needing written documentation that a student meets Refugee status for PEIMS reporting purposes can contact the U.S. Office of Refugee Resettlement for assistance (www.acf.hhs.gov/programs/orr/). Assistance is also available from the Office of Immigration and Refugee Affairs at the Texas Health and Human Services Commission (512) 206-5033.

DR22

EARLY-READING-INDICATOR-CODE (E1522) indicates whether a student is eligible for accelerated reading instruction as indicated by the administered reading instrument.

The EARLY-READING-INDICATOR-CODEs 1, 2, and 3 only apply to students in grades KG, 01, and 02. Students enrolled in all other grade levels should be reported with a blank or not reported.

For Submission 1: report grade level reading status based on the Beginning of Year assessment results.

For Submission 3: report grade level reading status based on the latest assessment results available for the student.

DR23

FOSTER-CARE-INDICATOR-CODE (E1528) indicates whether a student is in the conservator-ship of the Department of Family and Protective Services (DFPS) currently, or for certain students that were previously in the conservator-ship of DFPS.

The general term “foster care” for education purposes includes all students in the managing conservator-ship (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 Conservator-ship. Students in foster care from other states must not be reported as foster care for PEIMS reporting purposes.

Report the Foster Care Indicator Code for each student reported in the PEIMS Fall snapshot data submission based on the foster care status as of the last Friday in October. The Foster Care Indicator Code cannot be reported for students who are being reported as leavers and have not returned to enrollment in the current school year.

All students identified as being in foster care for Submission 1 must also be reported as being in foster care in Submission 3.

Report the Foster Care Indicator Code for any student who is included in Submission 4 based on their foster care status as reported in Submission 3. The foster care data is reported in Submission 4 to comply with TEC 25.007 concerning the Agency’s legislative requirement to facilitate access to credit recovery, high school completion, and dual credit programs for foster care students.

Please refer to the Student Attendance Accounting Handbook Pre-kindergarten section 7.2.6 for additional information and documentation concerning pre-kindergarten foster care student eligibility.

Documentation required for a school to report a student as a Foster Care student is as follows:

· For Foster Care Indicator Code 0, no documentation is required because the student is not currently in the conservator-ship of the Texas DFPS when enrolling in the school.

· For Foster Care Indicator Code 1, 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 Conservator-ship. A school may also accept a copy of the court order for this purpose.

· For Foster Care Indicator Code 2, the Pre-kindergarten student is enrolling in school for the purpose of participating as an eligible student in a Pre-kindergarten program and eligibility documentation must be provided. At least annually, the Texas DFPS and Child Protective Services will mail verification letters of PK eligibility to the parents and caregivers of eligible children who in turn must provide this verification documentation to the school at enrollment.

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.

DR24

MILITARY-CONNECTED-STUDENT-CODE (E1529) indicates a student enrolled in a school district or open-enrollment charter school who is a dependent of an active duty or former member of the United States military, the Texas National Guard, or a reserve force of the United States military, or who is a dependent of a member of the United States military, the Texas National Guard, or a reserve force of the United States military who was killed in the line of duty.

The MILITARY-CONNECTED-STUDENT-CODE is reported only for students in grades PK-12. The Interstate Compact on Military Students only pertains to students in grade levels KG-12 and students in grade level PK to determine eligibility for participation in the Prekindergarten program.

Report the Military Connected Student Code for each student reported in the PEIMS Fall snapshot data submission based on the military connected status as of the last Friday in October. The Military Connected Student Code cannot be reported for students who are being reported as leavers and have not returned to enrollment in the current school year.

All students identified as being military connected students for Submission 1 must also be reported as being military connected students in Submission 3.

Students in grade level PK who are eligible for prekindergarten as the result of being a dependent of certain military personnel can only be coded with a MILITARY-CONNECTED-STUDENT-CODE 4.

MILITARY-CONNECTED-STUDENT-CODE 4 (dependent of military personnel on active duty or injured or killed while on active duty) can only be reported for PK students. All other prekindergarten students (eligible or ineligible) must be reported with MILITARY-CONNECTED-STUDENT-CODE 0.

Students in grade levels KG-12 can only be reported with MILITARY-CONNECTED-STUDENT-CODEs 0, 1, 2, 3, 5, and 6.

A uniformed member of the United States military service in the Army, Navy, Air Force, Marine Corps, or Coast Guard on active duty, the Texas National Guard (Army, Air Guard, or State Guard), or a reserve force of the United States military considered Missing In Action (MIA) should be presumed to be on “active duty” until such time as a death of the military member has been confirmed.

The term "dependent", with respect to a member of a uniformed service, means the spouse of the member, an unmarried child of the member, an unmarried person who is placed in the legal custody of the member and is dependent on the member for over one-half of the person's support, resides with the member unless separated by the necessity of military service or to receive institutional care as a result of disability or incapacitation, or under such other circumstances as the Secretary concerned may by regulation prescribe and is not a dependent of a member under any other paragraph. (37 USC Sec. 401)

DR25

DYSLEXIA-INDICATOR-CODE (E1530) indicates whether a student is identified as having dyslexia or related disorders as defined in TEC §42.006.

"Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

"Related disorders" includes disorders similar to or related to dyslexia, such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

DYSLEXIA-RISK-CODE (E1644) indicates the results of screening for dyslexia and related disorders required under TEC §38.003(a).

DYSLEXIA-RISK-CODE is only reported for students in kindergarten and first grade, and indicates whether that student is identified at any time during the school year as at risk for dyslexia and related disorders as a result of screening required by TEC §38.003(a).

DR26

T-STEM-INDICATOR-CODE (E1559) indicates whether a student is enrolled in Texas Science, Technology, Engineering, and Mathematics (T-STEM) Academy as defined in TAC 102.1093.

A list of approved T-STEM Academies is available as a link with the latest release of the Texas Education Data Standards.

For Submission 1, the T-STEM-INDICATOR-CODE reflects the student’s enrollment in the T-STEM Academy as of the PEIMS Fall snapshot date.

For Submission 3 and 4, the T-STEM-INDICATOR-CODE reflects the student’s enrollment in the T-STEM Academy at any time during the school year.

DR27

ECHS-INDICATOR-CODE (E1560) indicates whether a student is enrolled in an Early College High School (ECHS) as defined in TAC 102.1091.

A list of approved Early College High Schools is available as a link with the latest release of the Texas Education Data Standards.

For Submission 1, the ECHS -INDICATOR-CODE reflects the student’s enrollment in an Early College High School (ECHS) as of the PEIMS Fall snapshot date.

For Submission 3 and 4, the ECHS-INDICATOR-CODE reflects the student’s enrollment in an Early College High School (ECHS) at any time during the school year.

DR28

P-TECH-INDICATOR-CODE (E1612) indicates that a student in grades 9-12 is participating in the Pathways in Technology (P-TECH) Early College High School program.

The P-TECH Indicator Code is limited to approved LEA campuses by application to TEA. A list of approved P-TECH programs is available as a link with the latest release of the Texas Education Data Standards.

The P-TECH program is limited to students in grades 9-12. Students below grade 9 will not report the P-TECH Indicator Code.

For Submission 1, the P-TECH -INDICATOR-CODE reflects the student’s participation in the Pathways in Technology (P-TECH) Early College High School program as of the PEIMS Fall snapshot date.

For Submission 3 and 4, the P-TECH -INDICATOR-CODE reflects the student’s participation in the Pathways in Technology (P-TECH) Early College High School program at any time during the school year.

NEW-TECH-INDICATOR-CODE (E1647) indicates that a student in grades 7-12 is enrolled in a New Tech Network campus as identified by the New Tech Network.

The NEW-TECH-INDICATOR-CODE is limited to campuses where the LEA has signed an agreement with the New Tech Network to be identified as a member of the New Tech Network.

Although the New Tech Network campuses may serve any grade range, the NEW-TECH-NETWORK-INDICATOR-CODE will be limited to students in grades 7-12. This data element will not be reported for students below grade 7.

For Submission 1, the NEW-TECH-INDICATOR-CODE reflects the student’s enrollment in a New Tech Network campus as of the PEIMS Fall snapshot date.

For Submission 3 and 4, the NEW-TECH-INDICATOR-CODE reflects the student’s enrollment in a New Tech Network campus at any time during the school year.

IEP-CONTINUER-INDICATOR-CODE (E1564) indicates whether a student a) is at least 18 years of age as of September 1 of the school year as reported for the Fall semester PEIMS submission of the current year and has satisfied the credit requirements for high school graduation, b) has not completed his or her individualized education program under 19 TAC Section 89.1070 (b) (2) and the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.), and c) is enrolled and receiving individualized education program services.

A student who is reported as an IEP Continuer should not also be reported as a graduate.

DR29

HOME-LANGUAGE-CODE (E0895) indicates the language spoken in the student’s home most of the time, as determined by the student’s home language survey (19 TAC §89.1215).

(1) "What language is spoken in your home most of the time?" (E0895)
(2) "What language does your child speak most of the time?" (E1590)

The HOME-LANGUAGE-CODE is mandatory for students enrolled on the PEIMS Fall snapshot (as-of) date and/or school-start window, regardless of whether they have been determined to be LEP. If a language other than English is spoken in the student’s home “most of the time”, based on the Home Language Survey, then that language should be indicated by the HOME-LANGUAGE-CODE.

DR30

STUDENT-LANGUAGE-CODE (E1590) indicates the language spoken by the student most of the time, as determined by the student’s home language survey (19 TAC §89.1215).

(1) "What language is spoken in your home most of the time?" (E0895)
(2) "What language does your child speak most of the time?" (E1590)

The STUDENT-LANGUAGE-CODE is mandatory for students enrolled on the PEIMS Fall snapshot (as-of) date and/or school-start window, regardless of whether they have been determined to be LEP. If a language other than English is spoken by the student “most of the time”, based on the Home Language Survey, then that language should be indicated by the STUDENT-LANGUAGE-CODE.

DR31

Relationship between the LEP Indicator, Home Language Code, and Student Language Code:

DR32

DR33

DR34

AS-OF-STATUS-CODE (E1002) indicates the student's current status in the LEA on the Submission 1 and 3 as-of dates.

AS-OF-STATUS-CODE is required and indicates a student’s school-start window and PEIMS Fall snapshot(as-of) date enrollment status for the current year. For Submission 1, report codes A-G and X only. Do not report grade EE-06 and first-time 7th graders that were not enrolled in the LEA on the PEIMS Fall snapshot (as-of) date.

DR35

AS-OF-STATUS-CODE	Grades	Enrolled in Prior Year?	Enrolled in School-Start Window?	Enrolled in Current Year by Snapshot Date?	Enrolled on Snapshot Date?
A	07 – 12	Yes	No	No	No
B	07 – 12	Yes or No	Yes	Yes	Yes
C	07 – 12	Yes or No	Yes	Yes	No
D	07 – 12	Yes	No	Yes	Yes
E	07 – 12	Yes	No	Yes	No
F	07 – 12	No	No	Yes	Yes
G	07 – 12	No	No	Yes	No

DR36

EE – 06

first time 7^th graders

Yes or No

N/A

Yes

Do not report this student

EE – 06

first time 7^th graders

Yes

Yes or No

· Prior year grade EE-06 students enrolled on the PEIMS Fall snapshot (as-of) date for the current school year must be reported and their AS-OF-STATUS-CODE must be X.

· Prior year grade EE-06 students NOT enrolled on the PEIMS Fall snapshot (as-of) date are not reported in Submission 1.

· First-time 7th graders enrolled on the PEIMS Fall snapshot (as-of) date for the current school year must be reported and their AS-OF-STATUS-CODE must be X.

· All prior year grade 07-12 students must be reported, and their AS-OF-STATUS-CODE must be A through G based upon their individual enrollment circumstances.

· All current year grade 08-12 students must be reported, and their AS-OF-STATUS-CODE must be A through G based upon their individual enrollment circumstances.

· Prior year 6th grade students promoted to 8th grade in the current year and enrolled on the PEIMS Fall snapshot (as-of) date must be reported with an AS-OF-STATUS-CODE of A through G based upon their individual enrollment circumstances.

DR37

Prior Year Grade Level	Current Year Grade Level	Allowable AS-OF-STATUS-CODEs
EE-06	EE – 06	X
06	07	X
06	08 (double promotion) *	A - G
07	07	A - G
07	08	A - G
08	09	A - G
09	10	A - G
10	11	A - G
11	12	A - G
12	12	A - G
12	Graduate	A

* Note: a student being double promoted from grade 6 to grade 8 by the PEIMS Fall snapshot (as-of) date is rare. This situation places the student into the “leaver group”, and the LEA must report an AS-OF-STATUS-CODE other than X.

DR38

The following table indicates when to report related PEIMS Submission 1 complex type data based upon AS-OF-STATUS-CODE:

AS-OF-STATUS-CODE	40110 StudentSchool AssociationExtension complex type reported?	40110 StudentProgramExtension complex type reported?	40203 SchoolLeaverExtension complex type reported?
A	Yes	No	Yes
B	Yes	Yes	No (unless they are a graduate who re-enrolled)
C	Yes	No	No (unless they are a graduate who re-enrolled)
D	Yes	Yes	Yes (unless they are a mover, earned a TxCHSE (Texas Certificate of High School Equivalency) by 8/31, or are accounted for by another state reconciliation process)
E	Yes	No	Yes (unless they are a mover, earned a TxCHSE (Texas Certificate of High School Equivalency) by 8/31, or are accounted for by another state reconciliation process)
F	Yes	Yes	No
G	Yes	No	No
X	Yes	Yes	No

DR39

AS-OF-STATUS-CODE is required and indicates a student’s enrollment status in the district on the final day of the school year. Report codes H, I, and X only.

AS-OF-STATUS-CODE	Grades	Enrolled in Current Year?	Enrolled on Last Day of School?
H	07 – 12	Yes	Yes
I	07 – 12	Yes	No
X	EE – 06	Yes	Yes or No

· AS-OF-STATUS-CODE X is reported in Submission 3 only for students in grades EE-06.

· AS-OF-STATUS-CODE H is reported in Submission 3 only for students in grades 07-12 and indicates the student was enrolled on the final day of the school year.

· AS-OF-STATUS-CODE I is reported in Submission 3 only for students in grades 07-12 and indicates the student was enrolled in the LEA at some time during the school year but not on the final day of the school year.

The final day of the school year is determined by instructional track and local school calendar. A student may be absent on the last day, but have an AS-OF-STATUS-CODE of H. Any student with an AS-OF-STATUS-CODE of H in Submission 3 will have a 42400 BasicReportingPeriodAttendanceExtension Complex Type in the 6^th reporting period except when ADA-ELIGIBILITY-CODE is 0.

Current Year Grade Level	Allowable AS-OF-STATUS-CODEs
EE-06	X
07	H or I
08	H or I
09	H or I
10	H or I
11	H or I
12	H or I

For Submission 4:

AS-OF-STATUS-CODE is not reported.

DR40

ECONOMIC-DISADVANTAGE-CODE (E0785) indicates the student's economic disadvantage status.

Each Texas public school that is required to report student enrollment data through the Texas Student Data System (TSDS) is required to determine and report the economic disadvantage status of each student reported.

ECONOMIC-DISADVANTAGE-CODE is reported based on a student’s status as follows:

• AS-OF-STATUS-CODEs B, D, and F – report student’s status as of the October PEIMS Fall snapshot date;

• AS-OF-STATUS-CODEs C, E, and G – report student’s last status in the current year;

ECONOMIC-DISADVANTAGE-CODE is reported based on a student’s last status at the end of the school year or at the end of the student’s enrollment period; whichever comes last.

For schools that offer the National School Lunch Program (NSLP) and/or the School Breakfast Program (SBP), there are three options for accounting and claiming meals served to students. Regardless of the level of participation in a school lunch program, LEAs determine the economic disadvantage status of each student each school year upon enrollment.

DR41

DR42

DR43

Child Nutrition Program - School Lunch Programs
	Overview of Traditional Claiming · Distribute official Free and Reduced-Price Meal Application form. · Review enrolled students against all direct certification lists for free or reduced-price lunch eligibility. · Each month schools submit a report to the Texas Department of Agriculture (TDA) indicating the highest number of eligible Free and Reduced-Price NSLP students along with information related to the number of Free and Reduced-Price meals served to the school population. The above activities are performed with each new school year and for each student that enrolls during the school year.	Overview of Provision 2 First (Base) year of cycle: Distribute official Free and Reduced-Price Meal Application form for the first (base) year of provision 2. Review enrolled students against all direct certification lists for free or reduced-price lunch eligibility for the first (base) year of provision 2. Second and subsequent years of cycle: Distribute a locally developed income survey form to all new students and students who withdrew and returned to enrollment who do not have continuous enrollment in the school district/charter.	Overview of Community Eligibility Provision (CEP) · Review enrolled students against all direct certification lists for free or reduced-price lunch eligibility. · Distribute a locally developed income survey form to each student that is not on a direct certification list at the beginning of the school year and each student that enrolls during the school year. Although the CEP program allows all students enrolled on a CEP campus to receive free meals, students must be reported with the economic disadvantage code for which they actually qualify for based upon the direct certification lists and the locally developed income survey form.
00 Not identified As Economically Disadvantaged	· The official Free and Reduced-Price Meal Application is not returned. · Income on the official Free and Reduced-Price Meal Application is too high.	First (Base) year of cycle: The official Free and Reduced-Price Meal Application is not returned. Income on the official Free and Reduced-Price Meal Application is too high. Second and subsequent years of cycle: Roll code ‘00’ students who are continuously enrolled to code ‘00’ in second and subsequent years of Provision 2 cycle. All students who are not identified as economically disadvantaged for any school year during the Provision 2 program are reported with Economic Disadvantage Code ‘00’ (Not identified As Economically Disadvantaged). Students who are new to the LEA who do not return the locally developed income survey form or whose household income on the form is too high.	· Student is not on any of the direct certification lists as being eligible for a free or reduced-price lunch/breakfast. · The locally developed income survey form was not returned. · Income on the locally developed income survey form is too high.

· The economic disadvantaged determination process is exclusive of a school’s ability to provide prekindergarten students with a free lunch on the basis of being enrolled in a state-funded prekindergarten program.

· The economic disadvantaged data collected through PEIMS is not the only factor used to determine the compensatory funding for a school district or charter school.

· The economic disadvantaged data collected through PEIMS is used as part of the eRate computation.

When an LEA identifies siblings or other household members that live with a student who is eligible for free meals due to being on the direct certification list, the LEA should add the other household members to the direct certification list for the LEA via the Texas Department of Agriculture.

Public school districts and charter schools that do not participate in the NSLP are not able to distribute the official Free and Reduced-Price Meal Application forms to each family enrolling students in the school and must report all students as either ‘00’ (Not Identified As Economically Disadvantaged) or ‘99’ (Other Economic Disadvantage) based on the results of a locally developed income survey form.

DR44

STUDENT-CENSUS-BLOCK-GROUP (E1648) is the census block in which the student resides.

A census block is a geographic unit defined by the U.S. Census Bureau. LEAs can use the tool provided by TEA to determine the STUDENT-CENSUS-BLOCK-GROUP.

STUDENT-CENSUS-BLOCK-GROUP must be reported for students who are economically disadvantaged and eligible for ADA. This includes students (with or without a disability) who reside in a residential facility if they are regularly assigned to the LEA.

· residing in a residential facility but are not regularly assigned to the district.

Refer to the following table for guidance on when STUDENT-CENSUS-BLOCK-GROUP must be reported and must not be reported.

DR45

CRISIS-CODE (E1054) indicates a state health or weather-related event that impacts a group of students, and may require additional funding, educational, or social services. The event may or may not cause the student to leave the LEA or campus of residence. A crisis event is designated by the Commissioner of Education.

This data is reported based on code table C178, which is populated as events occur that will require state reporting. If the commissioner of education declares a crisis, then this data must be reported for the affected students based on the guidance from TEA. Otherwise, if a student is not affected by a declared crisis, then this field may be left blank. This data may be used for determining special funding and/or accountability measures.

A student with a CRISIS-CODE should be reported with that code for the remainder of the school year.

DR46

PARENTAL-PERMISSION-CODE (E0896) indicates whether the student's parent or legal guardian has approved placement of the student in the required bilingual or English as a second language (ESL) program. (See 19 TAC §89.1240.)

Bilingual Education Allotment (BEA) Funding for Bilingual and ESL programs is determined by the reporting of student attendance in TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT (E0938) in PEIMS Submission 3 and FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE (E1050) in PEIMS Submission 3 and 4.

A student will not generate Bilingual Education Allotment (BEA) funding in the following scenarios:

· The parent or guardian denied the placement of the LEP/English learner (EL) student in any and all special language programs (bilingual program, ESL program). (Code C)

· The parent or guardian has requested placement of a non-LEP/English proficient (EP) student in the ESL program. (Code H)

The following scenarios only allow a student to generate Bilingual Education Allotment (BEA) funding when they are participating in the Bilingual Dual Language Immersion/Two-Way program.

· The parent or guardian requested placement of a non-LEP/English proficient (EP) student in the bilingual program. (Code 3)

· The parent or guardian has approved placement of a reclassified non-LEP/English proficient (EP) student in a bilingual or ESL program. (Code G)

A student can generate Bilingual Education Allotment (BEA) funding in the following scenarios:

· The parent or guardian has denied placement of a LEP/English learner (EL) student in the required bilingual program but has approved placement of the student in the ESL program. (Code A)

· The parent or guardian has approved placement of a LEP/English learner (EL) student in the bilingual program. (Code D)

· The parent or guardian has approved placement of a LEP/English learner (EL) student in the bilingual program, but the LEA is implementing an alternative Bilingual language program. (Code E)

· The parent or guardian has approved placement of a LEP/English learner (EL) student in the ESL program, but the LEA is implementing an alternative ESL language program. (Code J)

· The parent or guardian has approved placement of a LEP/English learner (EL) student in the ESL program. (Code K)

DR47

ASSOCIATE-DEGREE-INDICATOR-CODE (E1596) indicates that the student earned an associate degree prior to graduation from high school.

An associate degree is defined as an award that normally requires at least 2 but less than 4 years of full-time equivalent college work in a grouping of courses designed to lead the individual directly to employment in a specific career or to transfer to an upper-level baccalaureate program. This specifically refers to the associate of arts, associate of science, associate of applied arts, associate of applied science, associate of arts in teaching, and associate of occupational studies degrees. The term "applied" in an associate degree name indicates a program in which the content is primarily technical. (Source: Texas Higher Education Coordinating Board Glossary of Terms)

The district where the student received the associate degree will be the district to report this information. Schools should not wait to report the associate degree information at the point of graduation if the student earns the associate degree prior to graduation.

DR48

STAR-OF-TEXAS-INDICATOR-CODE (E1601) indicates that the student is eligible for free public pre-kindergarten because they are the child of a person awarded the Star of Texas Award.

If an individual has a pre-kindergarten-aged child and has been nominated, but not notified as an honoree prior to the current school year, an individual may make a request to the Office of Early Childhood Education to make an eligibility determination based on the nomination submitted for review to the Criminal Justice Division.

Eligibility is defined as a person who has been awarded the Star of Texas Award and has presented as proof, one of the following pieces of documentation:

3. Letter from local representative (State representative from the Texas House or Senate)

The STAR-OF-TEXAS-INDICATOR-CODE is reported in Submissions 1 and 3 for all students in grade level PK.

Refer to the Student Attendance Accounting Handbook for additional details regarding pre-kindergarten eligibility under this option.

DR49

RESIDENTIAL-FACILITY-INDICATOR (E1629) indicates whether a student resides or resided in a residential facility at some point during the school year and is receiving or received special education services.

Only students with special education disabilities are reported with the RESIDENTIAL-FACILITY-INDICATOR.

The RESIDENTIAL-FACILITY-INDICATOR is a mandatory data element in the PEIMS Submission 3 Collection, but it is used only for the RF Tracker collection. It is not used by PEIMS for attendance or funding purposes; therefore, it is not related to TOTAL-ELIG-RESIDENTIAL-FACILITY-DAYS-PRESENT (E1652) or FLEX-ATTEND-TOTAL-RESIDENTIAL-FACILITY-DAYS-ELIGIBLE (E1653).

PK-ELIGIBLE-PREVIOUS-YEAR-INDICATOR-CODE (E1649) indicates whether a four-year-old student is eligible for enrollment in a prekindergarten class because they were eligible for enrollment at the age of three in the previous school year.

PK-ELIGIBLE-PREVIOUS-YEAR-INDICATOR-CODE should only be used to indicate a student is eligible for prekindergarten if they are not eligible for prekindergarten through any other eligibility criteria:

DR50

The TX-IndustryCertifications Complex Type represents the industry certification(s) as student has received.

The TX-IndustryCertification Complex Type represents a single industry certification a student has received.

More than one industry certification may be reported for each student. For each unique industry certification earned by a student while enrolled in a particular LEA, the complex type TX-IndustryCertification will be reported. In the XML reporting, this is known as “unbounded” and allows an XML item or set of items to be repeated as many times as needed.

Effective dating is a method of tracking data changes over time. A new instance of the TX-IndustryCertification Complex Type will be reported each time a student earns a post-secondary industry certification on license. With each new instance of the complex type a new date should be reported in the EFFECTIVE-DATE (TX-DateCertEarned).

Data Element	Used by PEIMS Sub 1	Used by PEIMS Sub 3
EFFECTIVE-DATE (TX-DateCertEarned)	Yes	Yes
POST-SECONDARY-CERTIFICATION-LICENSURE-CODE	Yes	Yes

EFFECTIVE-DATE (TX-DateCertEarned) (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 the TX-IndustryCertification Complex Type, the EFFECTIVE-DATE reflects the date the student received the industry certification.

DR51

POST-SECONDARY-CERTIFICATION-LICENSURE-CODE (E1640) indicates a nationally or internationally recognized business or industry certification or license earned by a student. The industry certifications are limited to the choices in code table C214.

The following table illustrates when an earned Industry Certification should be reported for the 2019-2020 school year.

* Note: The PEIMS 2019-2020 Fall submission is an opportunity to "catch up" on reporting industry-based certifications earned by students in prior school years that have not yet been reported to TEA. This provides additional information to Performance Reporting to use in the College, Career, and Military Readiness components of the academic accountability system.

Foster Care Indicator Code	Student Age	Student Grade Level	Student Foster Care Status
0	Any	Any	Student is not currently in the conservatorship of the Department of Family and Protective Services
1	Any	Any	Student is currently in the conservatorship of the Department of Family and Protective Services
2	3 or 4 on September 1	PK	Pre-kindergarten student was previously in the conservatorship of the Department of Family and Protective Services following an adversary hearing held as provided by Section 262.201, Family Code.

	LEP Indicator	Home Language	Student Language	Rule Error Level	Rule #
1	0	98	98	n/a
2	0	98	Not English	n/a
3	0	Not English	98	n/a
4	0	Not English	Not English	Warning	40100-0155
5	1	98	98	Fatal	40100-0154
6	1	98	Not English	n/a
7	1	Not English	98	Warning	40100-0152
8	1	Not English	Not English	n/a

9	F	98	98	Fatal	40100-0154
10	F	98	Not English	n/a
11	F	Not English	98	Warning	40100-0152
12	F	Not English	Not English	n/a
13	S	98	98	Fatal	40100-0154
14	S	98	Not English	n/a
15	S	Not English	98	Warning	40100-0152
16	S	Not English	Not English	n/a

17	3	98	98	Fatal	40100-0154
18	3	98	Not English	n/a
19	3	Not English	98	Warning	40100-0152
20	3	Not English	Not English	n/a
21	4	98	98	Fatal	40100-0154
22	4	98	Not English	n/a
23	4	Not English	98	Warning	40100-0152
24	4	Not English	Not English	n/a

If the student:	Then:
Is homeless	STUDENT-CENSUS-BLOCK-GROUP is not reported.
Is enrolled but not in membership (ADA-ELIGIBILITY-CODE of 0)	STUDENT-CENSUS-BLOCK-GROUP is not reported.
Is ineligible for ADA (ADA-ELIGIBILITY-CODE of 4, 5, or 8)	STUDENT-CENSUS-BLOCK-GROUP is not reported.
Resides in a residential facility but is not regularly assigned to the district (STUDENT-ATTRIBUTION-CODE 21 or 23)	STUDENT-CENSUS-BLOCK-GROUP is not reported. Student will automatically receive a set allotment, so census block group does not need to be reported.
Resides in more than one location (e.g. joint custody arrangement)	Determine the STUDENT-CENSUS-BLOCK-GROUP for the parent who lives in the attendance zone; if both or neither parent resides in the attendance zone, then the campus chooses which address to use.
Does not have a physical address available because the parent participates in the Address Confidentiality Program (ACP) administered by the Attorney General of Texas	STUDENT-CENSUS-BLOCK-GROUP should be based upon the address of the student’s campus.

Child Nutrition Program - School Lunch Programs
Economic Disadvantage Code	National School Lunch Program Options
Economic Disadvantage Code	Traditional Claiming	Provision 2	Community Eligibility Provision (CEP)
	Overview of Traditional Claiming · Distribute official Free and Reduced-Price Meal Application form. · Review enrolled students against all direct certification lists for free or reduced-price lunch eligibility. · Each month schools submit a report to the Texas Department of Agriculture (TDA) indicating the highest number of eligible Free and Reduced-Price NSLP students along with information related to the number of Free and Reduced-Price meals served to the school population. The above activities are performed with each new school year and for each student that enrolls during the school year.	Overview of Provision 2 First (Base) year of cycle: Distribute official Free and Reduced-Price Meal Application form for the first (base) year of provision 2. Review enrolled students against all direct certification lists for free or reduced-price lunch eligibility for the first (base) year of provision 2. Second and subsequent years of cycle: Distribute a locally developed income survey form to all new students and students who withdrew and returned to enrollment who do not have continuous enrollment in the school district/charter.	Overview of Community Eligibility Provision (CEP) · Review enrolled students against all direct certification lists for free or reduced-price lunch eligibility. · Distribute a locally developed income survey form to each student that is not on a direct certification list at the beginning of the school year and each student that enrolls during the school year. Although the CEP program allows all students enrolled on a CEP campus to receive free meals, students must be reported with the economic disadvantage code for which they actually qualify for based upon the direct certification lists and the locally developed income survey form.
00 Not identified As Economically Disadvantaged	· The official Free and Reduced-Price Meal Application is not returned. · Income on the official Free and Reduced-Price Meal Application is too high.	First (Base) year of cycle: The official Free and Reduced-Price Meal Application is not returned. Income on the official Free and Reduced-Price Meal Application is too high. Second and subsequent years of cycle: Roll code ‘00’ students who are continuously enrolled to code ‘00’ in second and subsequent years of Provision 2 cycle. All students who are not identified as economically disadvantaged for any school year during the Provision 2 program are reported with Economic Disadvantage Code ‘00’ (Not identified As Economically Disadvantaged). Students who are new to the LEA who do not return the locally developed income survey form or whose household income on the form is too high.	· Student is not on any of the direct certification lists as being eligible for a free or reduced-price lunch/breakfast. · The locally developed income survey form was not returned. · Income on the locally developed income survey form is too high.

		Then the Industry Certification should be reported in:
Type of Student	If an Industry Certification was earned:	PEIMS Fall Submission (Sub 1)	PEIMS Summer Submission (Sub 3)
Currently enrolled student or 2019 graduate	In any previous schoolyear *	X
Currently enrolled student or 2020 graduate	Between September 1, 2019 and May 31, 2020		X
Currently enrolled student or 2020 graduate	Between June 1, 2020 and August 31, 2020	X