**TX-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.
BILINGUAL-PROGRAM-TYPE-CODE (E1042) indicates whether the student is participating in a state-approved bilingual education program which is a full-time program of dual-language instruction through the TEKS in the content areas (mathematics, science, health, and social studies) in English and the primary language of emergent bilingual (EB)/English learner (EL) students and also for carefully structured and sequenced mastery of English cognitive academic language development. (See 19 TAC §89.1210(c).)
There are four types of state-approved bilingual education programs a student may participate in.
· Code 2 - Transitional bilingual/early exit is a bilingual program model in which students identified as emergent bilingual (EB)/English learners (ELs) are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(1), for the assigned grade level and content area. The goal of early-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language along with instruction in English that targets second language development through academic content.
Non-emergent bilingual (non-EB)/non-English learner (non-EL) students may also participate in this program with parental permission, but they are not eligible for generating Bilingual Education Allotment (BEA) funds. (See TEC §48.105)
· Code 3 - Transitional bilingual/late exit is a bilingual program model in which students identified as emergent bilingual (EB)/English learners (ELs) are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(2), for the assigned grade level and content area. The goal of late-exit transitional bilingual education is or program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language along with instruction in English that targets second language development through academic content.
Non-emergent bilingual (non-EB)/non-English learner (non-EL) students may also participate in this program with parental permission, but they are not eligible for generating Bilingual Education Allotment (BEA) funds. (See TEC §48.105)
· Code 4 - Dual language immersion/two-way is a bilingual/biliteracy program model in which students identified as emergent bilingual (EB)/English learners (ELs) are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction provided in a language other than English in this program model is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061, for the assigned grade level and content area. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL in accordance with TEC, §29.061, for the assigned grade level and content area. The goal of two-way dual language immersion is for program participants to attain full proficiency in another language as well as English. This model provides ongoing instruction in literacy and academic content in English and another language with at least half of the instruction delivered in the non-English program language for the duration of the program.
Non-emergent bilingual (non-EB)/non-English learner (non-EL), monitored (reclassified as no longer EB/EL but monitored for 4 years), and former EB/EL students who participate in this program with parental permission are eligible for generating Bilingual Education Allotment (BEA) funds beginning in the 2019-2020 school year. (See TEC §48.105).
· Code 5 - Dual language immersion/one-way is a bilingual program model in which students identified as emergent bilingual (EB)/English learners (EL) are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(2), for the assigned grade level and content area. The goal of late-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language along with instruction in English that targets second language development through academic content.
Non-emergent bilingual (non-EB)/non-English learner (non-EL) students may also participate in this program with parental permission, but they are not eligible for generating Bilingual Education Allotment (BEA) funds. (See TEC §48.105)
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, including a Code Guide.
ESL-PROGRAM-TYPE-CODE (E1043) indicates whether the student is participating in a state-approved English as a second language (ESL) program. An ESL program provides intensive instruction in English through second language acquisition methods in all content area TEKS (mathematics, science, health, and social studies) for emergent bilingual (EB)/English learner (EL) students. (See 19 TAC §89.1210(d).)
There are two types of state-approved ESL programs a student may participate in.
· Code 2 - An ESL/Content-based program model is an English acquisition program that serves students identified as EB/English learners (EL) through English instruction by a teacher appropriately certified in ESL under TEC, §29.061(c), through English language arts and reading, mathematics, science, and social studies. The goal of content-based ESL is for English learners to attain full proficiency in English in order to participate equitably in school. This model targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading, mathematics, science, and social studies.
Non-emergent bilingual (non-EB)/non-English learner (non-EL) students may also participate in this program with parental permission, but they are not eligible for generating Bilingual Education Allotment (BEA) funds. (See TEC §42.153)
· Code 3 - An ESL/pull-out program model is an English acquisition program that serves students identified as emergent bilingual (EB)/English learners (EL) through English instruction provided by an appropriately certified ESL teacher under the TEC, §29.061(c), through English language arts and reading. The goal of ESL pull-out is for English learners to attain full proficiency in English in order to participate equitably in school. This model targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading. Instruction shall be provided by the ESL teacher in a pull-out or inclusionary delivery model.
Non-emergent bilingual (non-EB)/non-English learner (non-EL) students may also participate in this program with parental permission, but they are not eligible for generating Bilingual Education Allotment (BEA) funds. (See TEC §42.153)
Refer to the Bilingual and English as a Second Language Education Programs website provided by TEA’s English Learner Support Division for resources related to English learners and Bilingual and English as a second language (ESL) programs, including a Code Guide.
BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE (E1028) indicates whether the student participated in the Bilingual/ESL Summer School program as described in TEC §29.060 and 19 TAC §89.1250. To be eligible for enrollment in the Bilingual/ESL Summer Program, a student must be emergent bilingual (EB) and must be eligible for admission to kindergarten or first grade at the beginning of the next school year. Emergent bilingual (EB) status shall be determined by screening students using oral proficiency instruments approved by the Commissioner of Education.
BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE is collected in Submission 4 only.
PRIOR-YEAR-BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE (E1708) indicates whether the student participated in the 2020-2021 Bilingual/ESL Summer School program as described in TEC §29.060 and 19 TAC §89.1250 by completing the supplemental program throughout the 2021-2022 school year. To be eligible for enrollment in the Bilingual/ESL Summer Program, a student must be emergent bilingual (EB). For PRIOR-YEAR-BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE the student was eligible for admission to kindergarten or first grade at the beginning of the 2021-2022 school year. Emergent bilingual (EB) shall be determined by screening students using oral proficiency instruments approved by the Commissioner of Education.
For PRIOR-YEAR-BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE the student participated in one of the two options below:
GIFTED-TALENTED-INDICATOR-CODE (E0034) indicates whether the student is participating in a state-approved gifted and talented program, as defined in 19 TAC §89.1.
For PEIMS Fall Submission (1):
Report the Gifted and Talented status of each student who is enrolled on the PEIMS Fall snapshot date.
For PEIMS Summer Submission (3) and Extended Year Submission (4):
GIFTED-TALENTED-INDICATOR-CODE must reflect the student's participation in the G/T program for the school year. If a student leaves the program during the school year, report the student with GT code “1” at the end of the school year.
PREGNANCY-RELATED-SERVICES (E1432) indicates whether a female student was eligible to receive pregnancy related services.
Only female students who meet the eligibility requirements for Pregnancy Related Services (pregnant or in the postpartum period) and are receiving these services from the district may be reported.
Male students are not eligible for pregnancy related services. Students receiving pregnancy related services may be incorrectly identified as male on various TEA reports if their sex demographic (Male or Female) is incorrect in the Unique ID Application. Demographic information for students on these reports is extracted from the Unique ID Application, not from the district data; consequently, be sure this information is correct in Unique ID.
SPECIAL-ED-INDICATOR-CODE (E0794) indicates whether the student is participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. (See 34 CFR §300.13 and 19 TAC §§89.1060 and 89.1090.)
For PEIMS Fall Submission (1):
Report the Special Education status of each student who is enrolled on the PEIMS Fall snapshot date.
For PEIMS Summer Submission (3):
SPECIAL-ED-INDICATOR-CODE reflects the student's participation in the Special Education program at any time during the school year.
ALTERNATIVE-LANGUAGE-PROGRAM-CODE (E1642) indicates the type of alternative language program participated in by the student. An alternative language program must be approved by the Texas Education Agency (TEA) due to the LEAs submission of a bilingual education exception and/or English as a second language (ESL) waiver for the current school year. (See 19 TAC §89.1207.)
An alternative language program may only be used if an LEA is unable to provide a bilingual education program or an English as a second language program as required by TAC §89.1205 because the LEA does not have a sufficient number of appropriately certified teachers and has requested from the Commissioner a bilingual education exception and/or an ESL waiver to approve implementation of an alternative language program.
If a bilingual education exception and/or ESL waiver is granted, the LEA will use the ALTERNATIVE-LANGUAGE-PROGRAM-CODE to report the students participating in the alternative language program.
Note that if a bilingual education exception and/or ESL waiver is granted, it is only valid for the school year in which it was granted. The LEA will need to apply for a bilingual education exception and/or ESL waiver in any school year for which appropriately certified staff are not available.
If an LEA is unable to provide a bilingual education program as required by TAC §89.1205, and has been approved to provide an alternative bilingual program by submitting a bilingual education exception, the LEA will report the participating students as:
· Code 01 - The LEA is implementing an alternative bilingual program approved by the Texas Education Agency due to the LEAs submission of a bilingual education exception for the current school year, per 19 TAC §89.1207.
If the LEA is unable to provide an English as a second language program as required by TAC §89.1205, and has been approved to provide an alternative ESL program by submitting an ESL waiver, the LEA will report the participating students as:
· Code 02 - The LEA is implementing an alternative ESL program approved by the Texas Education Agency due to the LEAs submission of an ESL waiver for the current school year, per 19 TAC §89.1207.
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, including a Code Guide.
INTERVENTION-STRATEGY-INDICATOR-CODE (E1602) indicates that a student enrolled at the campus participated in an intervention strategy at any time during the school year. (TEC 26.004).
For PEIMS Fall Submission (1):
The INTERVENTION-STRATEGY-INDICATOR-CODE is reported for each student enrolled on the PEIMS Fall snapshot date (AS-OF-STATUS-CODEs “B”, “D”, “F” or “X”).
For PEIMS Summer Submission (3):
The INTERVENTION-STRATEGY-INDICATOR-CODE is reported for each student in “membership” based on the student having at least one intervention strategy applied during the course of enrollment during the school year.
SECTION-504-INDICATOR-CODE (E1603) indicates that a student received assistance through either an aid, accommodation, or service under Section 504 Rehabilitation Act of 1973 at any time during the school year. (TEC 26.004).
For PEIMS Fall Submission (1):
The SECTION-504-INDICATOR-CODE is reported for each student enrolled on the PEIMS Fall snapshot date (AS-OF-STATUS-CODEs “B”, “D”, “F” or “X”).
For PEIMS Summer Submission (3):
SECTION-504-INDICATOR-CODE reflects whether the student received assistance under Section 504 Rehabilitation Act of 1973 at any time during the school year.
** TX-DyslexiaServices Complex Type **
The TX-DyslexiaService Complex Type represents which types of dyslexia and related services a student has received at any time during the school year.
DYSLEXIA-SERVICES-CODE (E1650) indicates the type of dyslexia or related services a student has received at any time during the school year.
More than one DYSLEXIA-SERVICES-CODE may be reported for each student. In XML reporting, this is known as “unbounded” and allows an XML item to be repeated as many times as needed, as shown:
<TX-DyslexiaServices>
<TX-DyslexiaServicesCode>02</TX-DyslexiaServicesCode>
<TX-DyslexiaServicesCode>03</TX-DyslexiaServicesCode>
</TX-DyslexiaServices>
ADDITIONAL-DAYS-PROGRAM-PARTICIPATION-INDICATOR-CODE (E1672) indicates if an ADA eligible prekindergarten through fifth grade student participates in the Additional Days School Year program as described in TEC Sec. 48.0051.
CAREER-AND-TECHNICAL-ED-IND-CD (E0031)
Beginning in the 2020-2021 school year, CAREER-AND-TECHNICAL-ED-IND-CD will no longer be collected in any PEIMS submission. Instead the Career and Technical Education Indicator Code will be calculated based on the student’s course completion data reported in the PEIMS Summer submission.
For information regarding the calculation of the CTE Indicator Code, refer to Data Submission>Technical Resources>PEIMS Career and Technical Education Indicator Code Calculation.