**StudentReference Complex Type
The StudentReference Complex Type represents the student associated with the attendance event by reporting period.
**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.
CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled.
For the PEIMS Extended Year Submission (4), this is the current campus where the student is enrolled while attending the ADSY Program, or the last campus on which the student was enrolled prior to attending the ADSY Program.
The instruction for an ADSY program can be provided on a campus that is different from the campus in which a student is enrolled. The campus in which the student is enrolled during the current school year, or the last campus in which the student was enrolled prior to attending the ADSY Program, is required to meet the ADSY calendar requirements of 180 days and 75,600 minutes.
ATTENDANCE-EVENT-INDICATOR (E1085) indicates the attendance event type (i.e., Regular, Bilingual, CTE, ESL, PRS, Special Ed, Flexible-Regular, Flexible-Bilingual, Flexible-CTE, Flexible-ESL, Flexible-PRS, Flexible-Special Ed).
INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates a unique campus calendar of school days for a particular group of students on a campus. Students with the same instructional track have the same number of days taught in a particular reporting period at a campus.
It is required that a campus report different instructional tracks if the number of days taught for a group of students is different in a particular reporting period. While TEA prefers that the INSTRUCTIONAL-TRACK-INDICATOR-CODEs be used in sequence, the choice of the instructional track is at the discretion of the campus.
Example: A campus that waives days of instruction for grades three and five will report an INSTRUCTIONAL-TRACK-INDICATOR-CODE of "00" for students in grades kindergarten through two and four, and an INSTRUCTIONAL-TRACK-INDICATOR-CODE of "01" (different calendar) for grades three and five.
Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. Anytime the NUMBER-DAYS-TAUGHT for a particular six week reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that six-week reporting period. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding.
REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported. REPORTING-PERIOD-INDICATOR-CODE identifies the six-week reporting period.
For Flexible Attendance reporting in the PEIMS Summer Submission (3), REPORTING-PERIOD-INDICATOR-CODE must be 1-6.
For Flexible Attendance reporting in the PEIMS Extended Year Submission (4), REPORTING-PERIOD-INDICATOR-CODE must be 7 or 8.
For Additional Days School Year Program reporting in the PEIMS Extended Year Submission (4), REPORTING-PERIOD-INDICATOR-CODE must be 9.
NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period.
For Flexible Attendance reporting the PEIMS Extended Year Submission (4), NUMBER-DAYS-TAUGHT for the OFSDP Credit Recovery Program must be reported as 30 days.
GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student.
BILINGUAL/ESL-FUNDING-CODE (E1651) indicates the language program in which the student participated during the reporting period.
TEA will use BILINGUAL/ESL-FUNDING-CODE along with EMERGENT-BILINGUAL-INDICATOR-CODE to determine the funding weight to be used for calculating the Bilingual Education Allotment. The funding weights according to the updated Bilingual Education Allotment are as follows:
|
EMERGENT-BILINGUAL-INDICATOR-CODE |
BILINGUAL/ESL-FUNDING-CODE |
Funding Weight |
|
1 |
BE |
0.10 |
|
1 |
D1 |
0.15 |
|
1 |
D2 |
0.15 |
|
<> 1 (0, F, S, 3, 4, 5) |
not reported |
0 – this student should not be reported with Bil/ESL Days |
|
<> 1 (0, F, S, 3, 4, 5) |
D2 |
0.05 |
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.
RS-BILINGUAL/ESL-FUNDING-CODE (E1680) indicates the remote synchronous language program in which the student participates during the reporting period.
TEA will use RS-BILINGUAL/ESL-FUNDING-CODE along with EMERGENT-BILINGUAL-INDICATOR-CODE to determine the funding weight to be used for calculating the Bilingual Education Allotment. The funding weights according to the updated Bilingual Education Allotment are as follows:
|
EMERGENT-BILINGUAL-INDICATOR-CODE |
RS-BILINGUAL/ESL-FUNDING-CODE |
Funding Weight |
|
1 |
BE |
0.10 |
|
1 |
D1 |
0.15 |
|
1 |
D2 |
0.15 |
|
<> 1 (0, F, S, 3, 4, 5) |
not reported |
0 – this student should not be reported with Bil/ESL Days |
|
<> 1 (0, F, S, 3, 4, 5) |
D2 |
0.05 |
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.
RA-BILINGUAL/ESL-FUNDING-CODE (E1681) indicates the remote asynchronous language program in which the student participates during the reporting period.
TEA will use RA-BILINGUAL/ESL-FUNDING-CODE along with EMERGENT-BILINGUAL-INDICATOR-CODE to determine the funding weight to be used for calculating the Bilingual Education Allotment. The funding weights according to the updated Bilingual Education Allotment are as follows:
|
EMERGENT-BILINGUAL-INDICATOR-CODE |
RA-BILINGUAL/ESL-FUNDING-CODE |
Funding Weight |
|
1 |
BE |
0.10 |
|
1 |
D1 |
0.15 |
|
1 |
D2 |
0.15 |
|
<> 1 (0, F, S, 3, 4, 5) |
not reported |
0 – this student should not be reported with Bil/ESL Days |
|
<> 1 (0, F, S, 3, 4, 5) |
D2 |
0.05 |
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.
TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT (E0938) indicates the total number of days the student was present and an eligible participant in the state-approved bilingual/ESL program during a particular reporting period.
Starting in 2019-2020, students in GRADE-LEVEL-CODE EE can be reported with days in Bilingual/ESL if they are eligible for ADA and meet all other Bilingual Education Allotment eligibility requirements.
For additional rules concerning the reporting of bilingual/ESL days present for a particular student, please refer to the Student Attendance Accounting Handbook.
RS-TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT (E1682) indicates the total number of days the student was remote synchronous present and an eligible participant in the state-approved bilingual/ESL program during a particular reporting period
RA-TOTAL-ELIG-BILINGUAL/ESL-DAYS-PRESENT (E1683) indicates the total number of days the student was remote asynchronous present and an eligible participant in the state-approved bilingual/ESL program during a particular reporting period.
TOTAL-ELIG-RESIDENTIAL-FACILITY-DAYS-PRESENT (E1652) indicates the total number of days the student was present and eligible for LEA services while living in a Residential Facility during a particular reporting period.
Report the number of school calendar days that the student was living in a Residential Facility while being present and eligible to receive services during the reporting period, even if they receive services at a campus other than the Residential Facility.
RS-TOTAL-ELIG-RESIDENTIAL-FACILITY-DAYS-PRESENT (E1684) indicates the total number of days the student was remote synchronous present and eligible for LEA services in a Residential Facility during a particular reporting period.
Report the number of school calendar days that the student was living in a Residential Facility while being remote synchronous present and eligible to receive services during the reporting period, even if they receive services remote synchronous through a campus other than the Residential Facility.
RA-TOTAL-ELIG-RESIDENTIAL-FACILITY-DAYS-PRESENT (E1685) indicates the total number of days the student was remote asynchronous present and eligible for LEA services in a Residential Facility during a particular reporting period.
Report the number of school calendar days that the student was living in a Residential Facility while being remote asynchronous present and eligible to receive services during the reporting period, even if they receive services remote asynchronous through a campus other than the Residential Facility.
TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT (E0939) indicates the total number of days a female student was present at school or served through Compensatory Education Home Instruction (CEHI) and an eligible recipient of pregnancy related services during a particular reporting period.
Students in grades EE through 03 should not have days reported in Pregnancy Related Services.
For additional rules concerning the reporting of Pregnancy Related Services Days present for a particular student, please refer to the Student Attendance Accounting Handbook.
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 LEA may be reported.
RS-TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT (E1686) indicates the total number of days a female student was remote synchronous present or served through Compensatory Education Home Instruction (CEHI) and an eligible recipient of pregnancy related services during a particular reporting period.
Students in grades EE through 03 should not have days reported in 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 LEA may be reported.
RA-TOTAL-ELIG-PREG-REL-SVCS-DAYS-PRESENT (E1687) indicates the total number of days a female student was remote asynchronous present or served through Compensatory Education Home Instruction (CEHI) and an eligible recipient of pregnancy related services during a particular reporting period.
Students in grades EE through 03 should not have days reported in 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 LEA may be reported.
TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT (E0940) indicates the total number of days a student with a special education individualized education program which provided for the mainstream instructional arrangement/setting was present during a particular reporting period.
For additional rules concerning the reporting of Mainstream Eligible Days present for a particular student, please refer to the Student Attendance Accounting Handbook.
RS-TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT (E1688) indicates the total number of days a student with special education individualized education program which provided for the mainstream instructional arrangement/setting was remote synchronous present during a particular reporting period.
RA-TOTAL-ELIG-SP-ED-MAINSTREAM-DAYS-PRESENT (E1689) indicates the total number of days a student with special education individualized education program which provided for the mainstream instructional arrangement/setting was remote asynchronous present during a particular reporting period.
ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING (E0944) indicates the number of days the student was eligible and present in a designated instructional setting during a particular reporting period.
For additional rules concerning the reporting of special education days present for a particular special education student, please refer to the Student Attendance Accounting Handbook.
RS-ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING (E1690) indicates the number of days the student was eligible and remote synchronous present in a designated instructional setting during a particular reporting period.
RA-ELIGIBLE-DAYS-PRESENT-IN-INSTR-SETTING (E1691) indicates the number of days the student was eligible and remote asynchronous present in a designated instructional setting during a particular reporting period.
FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE (E1049) indicates the total number of school days a student with a special education individualized education program (IEP) that provided for the mainstream instructional arrangement/setting was eligible for that instructional arrangement/setting during a particular reporting period.
If a student was eligible for Mainstream special education services for the entire reporting period, then the value reported for FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE will be equal to the value for NUMBER-DAYS-TAUGHT for that reporting period. Otherwise, report the number of school calendar days that the student was eligible to receive Mainstream special education services during the reporting period.
For the Optional Flexible School Day Program (OFSDP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODEs 1, 3, and 6, 240 contact minutes (60 minutes x 4 hours) is equivalent to one full day of attendance.
For the High School Equivalency Program (HSEP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE 2, 360 contact minutes (60 minutes x 6 hours) is equivalent to one full day of attendance.
The eligible days present that a student can generate funding in the Mainstream special education program are limited to the lesser of these two values:
· Equivalent Days Present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT, or
· FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE.
The above comparison is done at TEA during the funding calculations.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE to Mainstream special education days present to Mainstream special education ADA.
Example of OFSDP Flexible Attendance Special Education Mainstream ADA Calculation:
· Student Joe– Reporting Period 3
· NUMBER-DAYS-TAUGHT = 30
· FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE = 30
· FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 5000 minutes
· Flexible Attendance Equivalent Days Present = 5000 minutes / 240 minutes = 20.83 days present
· Student Joe would be funded for 20.83 days of Flexible Attendance Mainstream Days Present. (20.83 is the lower of the Flexible Attendance Equivalent Days Present and the 30 days eligible for special education mainstream.)
Note: Fractional days will be rounded to the nearest hundredth (2 decimal places). 20.833 days would be rounded to 20.83 equivalent days present.
Result: Flexible Attendance Special Education Mainstream ADA = (20.83 Flexible Attendance Mainstream Days Present / 30 Days Taught) = .694 Special Education Mainstream ADA for Reporting Period 3.
FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE (E1050) indicates the total number of school days the student was eligible as a participant in the state-approved bilingual/ESL program during a particular reporting period.
Starting in 2019-2020, students in GRADE-LEVEL-CODE EE can be reported with days in Bilingual/ESL if they are eligible for ADA and meet all other Bilingual Education Allotment eligibility requirements.
For the Optional Flexible School Day Program (OFSDP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODEs 1, 3, and 6, 240 contact minutes (60 minutes x 4 hours) is equivalent to one full day of attendance.
For the High School Equivalency Program (HSEP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE 2, 360 contact minutes (60 minutes x 6 hours) is equivalent to one full day of attendance.
The eligible days present that a student can generate for the Bilingual/ESL program are limited to the lesser of these two values:
· Equivalent Days Present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT, or
· FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE.
The above comparison is done at TEA during the funding calculations.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE to Bilingual/ESL days present to Bilingual/ESL ADA.
Example of OFSDP Flexible Attendance Bilingual/ESL ADA Calculation
Note:Fractional days will be rounded to the nearest hundredth (2 decimal places). 25.000 days would be rounded to 25.00 equivalent days present.
Result: Flexible Attendance Bilingual/ESL ADA = (25.00 Bilingual/ESL days present / 30 Days Taught) = .833 Bilingual/ESL ADA for Reporting Period 1.
FLEX-ATTEND-TOTAL-RESIDENTIAL-FACILITY-DAYS-ELIGIBLE (E1653) indicates the total number of days the student was present and eligible for LEA services while living in a Residential Facility in a flexible attendance program during a particular reporting period.
Report the number of school calendar days that the student was living in a Residential Facility while being present and eligible to receive services during the reporting period, even if they receive services at a campus other than the Residential Facility. This should be reported as full days.
FLEX-ATTEND-DAYS-ELIGIBLE-IN-INSTR-SETTING (E1051) indicates the total number of school days the student was eligible for a particular special education instructional setting that was eligible for Foundation School Program funding during a particular reporting period.
The special education instructional setting FTE calculation value used for funding purposes is limited to the lower of the Equivalent Days Present, as calculated for a particular reporting period, or the Flex Attend Days Eligible in Instructional Setting reported for the same reporting period. Note that funding is limited to the lesser of Flex Attend Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT for a reporting period. If the calculated Flex Attend Equivalent Days Present is greater than NUMBER-DAYS-TAUGHT for the reporting period, an Adjusted Flex Attend Equivalent Days Present is calculated to be NUMBER-DAYS-TAUGHT.
For the Optional Flexible School Day Program (OFSDP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODEs 1, 3, and 6, 240 contact minutes (60 minutes x 4 hours) is equivalent to one full day of attendance.
For the High School Equivalency Program (HSEP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE 2, 360 contact minutes (60 minutes x 6 hours) is equivalent to one full day of attendance.
For students with one instructional setting:
Data Conversion Formulas/Rules
OFSDP Flex Attend Equivalent Days Present = flex-attend-total-ELIGIBLE-MINUTES-PRESENT/240
HSEP Flex Attend Equivalent Days Present = flex-attend-total-ELIGIBLE-MINUTES-PRESENT/360
Adjusted Flex Attend Equivalent Days Present = the lesser of Flex Attend Equivalent Days Present or NUMBER-DAYS-TAUGHT.
Total Eligible Special Education Contact Hours = The smaller of (Adjusted Flex Attend Equivalent Days Present x Special Education Instructional Setting Contact Hour Multiplier) or (Flex Attend Days Eligible in Instructional Setting x Special Education Instructional Setting Contact Hour Multiplier)
Special Education Full Time Equivalents (FTEs) in Instructional Setting for the six-week reporting period = Total Eligible Special Education Contact Hours from above/(Days Taught x 6 hours)
OFSDP Example: Student Sims has the following information reported:
· FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT= 5500 (on this complex type when reporting flexible attendance)
· INSTRUCTIONAL-SETTING-CODE is (41) Resource Room Services (less than 21% of school day), so Contact Hour Multiplier = 2.859
· NUMBER-DAYS-TAUGHT for 3rd six weeks reporting period = 30
· FLEX-ATTEND-DAYS-ELIGIBLE-IN-INSTR-SETTING for the 3rd six-week reporting period = 30
· Flex Attend Equivalent Days Present = 22.92 (5500/240 minutes) = 22.917
· Flex Attend Contact Hours =65.53 (22.92 Flex Attend Equivalent Days Present x 2.859 contact hour multiplier = 65.528)
For students with more than one instructional setting:
If a special education student is served in more than one special education instructional setting (excluding speech) during a particular six weeks reporting period, then TEA will apportion the Special Education Equivalent Days Present according to the number of days the student is reported eligible for each special education instructional setting.
OFSDP Example: Student Joseph has the following information reported:
· FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 6800 (on this complex type when reporting flexible attendance)
· NUMBER-DAYS-TAUGHT in six-week reporting period 2 = 30
· INSTRUCTIONAL-SETTING-CODE = “02” – Hospital Class with FLEX-ATTEND-DAYS-ELIGIBLE-IN-INSTR-SETTING = 10 days
· INSTRUCTIONAL-SETTING-CODE = “01” – Homebound with FLEX-ATTEND-DAYS-ELIGIBLE-IN-INSTR-SETTING = 20 days
· 6800 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT/240 minutes (4 hours x 60 minutes) = 28.33 Equivalent Days Present for the 2nd six-week reporting period
· 10 days
of Hospital Class eligibility = 33.3 % of the Total Days of special education
eligibility (10/ (10+20))
Hospital Class Days Eligible = 33.3% of 28.33 Equivalent Days Present = 9.348 =
9.35.
· 20 days
of Homebound eligibility = 66.7 % of the Total Days of special education
eligibility (20/ (10+20))
Homebound Days Eligible = 66.7% of 28.33 Equivalent Days Present = 18.896 =
18.90.
For additional rules concerning the reporting of special education days present for a particular special education student, please refer to the Student Attendance Accounting Handbook.
TOTAL-ELIGIBLE-DAYS-PRESENT (E0937) indicates the total number of days the student was present and eligible for Foundation School Program funding during a particular reporting period.
Note: this element is not used from this complex type.
FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE (E1048) indicates the total number of school days a female student was eligible for Compensatory Education Home Instruction (CEHI) services and/or pregnancy related services during a particular reporting period.
Students in grades EE through 03 should not have days reported in Pregnancy Related Services.
If a student was eligible for PRS services for the entire reporting period, then the value reported for FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE will be equal to the value for NUMBER-DAYS-TAUGHT for that reporting period. Otherwise, report the number of school calendar days that the student was eligible to receive PRS services during the reporting period.
For the Optional Flexible School Day Program (OFSDP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODEs 1, 3, and 6, 240 contact minutes (60 minutes x 4 hours) is equivalent to one full day of attendance.
For the High School Equivalency Program (HSEP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE 2, 360 contact minutes (60 minutes x 6 hours) is equivalent to one full day of attendance.
The eligible days present that a student can generate for the PRS program are limited to the lesser of these two values:
· Equivalent Days Present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT, or
· FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE.
The above comparison is done at TEA during the funding calculations.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE to PRS days present to PRS ADA.
Example of OFSDP Flexible Attendance PRS ADA Calculation
Note:Fractional days will be rounded to the nearest hundredth (2 decimal places). 29.167 days would be rounded to 29.17 Flexible Attendance Equivalent Days Present.
Result: Flexible Attendance PRS ADA = (29.17 PRS days present / 30 Days Taught) = .972 PRS ADA for Reporting Period 5.
REG-DAY-SCH-PROG-DEAF-CODE (E0833) indicates the student is receiving instructional services from the regional day school program for the deaf.
INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students.
The INSTRUCTIONAL-SETTING-CODE is reported based on the INSTRUCTIONAL-SETTING-CODE documented in the students’ IEP on the PEIMS Fall snapshot date. Refer to the Student Attendance Accounting Handbook for additional guidance on the instructional setting codes for special education students.
Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible students receiving special education services. [See 19 TAC §89.63.]
The INSTRUCTIONAL-SETTING-CODE for speech therapy is “00”. Students receiving speech therapy services should be reported on the Special Education Attendance unless exempted by other reporting requirements (such as ADA-ELIGIBILITY-CODE “0” students).
Each special education instructional setting has a unique contact-hour multiplier. Use the following chart when computing special education contact hours.
|
Instructional Arrangement/Setting Code(s) |
Contact-Hour Multiplier |
|
Speech Therapy - code 00 |
.25 |
|
Homebound - code 01 |
1.00 |
|
Hospital Class - code 02 |
4.50 |
|
Vocational Adjustment Class - code 08 |
5.50 |
|
State Supported Living Center - code 30 |
5.50 |
|
Resource Room - codes 41 and 42 |
2.859 |
|
Mild/Moderate/Severe - codes 43 and 44 |
2.859 |
|
Full-Time Early Childhood - code 45 |
2.859 |
|
Off Home Campus - codes 91–98 |
4.25 |
|
Residential Care and Treatment Facility - codes 81–89 |
5.50 |
Please refer to the Student Attendance Accounting Handbook for additional rules concerning the assignment of the instructional setting code for Special Education students.
RS-INSTRUCTIONAL-SETTING-CODE (E1692) identifies the setting used to provide remote synchronous instruction to students.
The RS-INSTRUCTIONAL-SETTING-CODE is reported based on the RS-INSTRUCTIONAL-SETTING-CODE documented in the students’ IEP on the PEIMS Fall snapshot date.
Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible students receiving special education services. [See 19 TAC §89.63.]
RA-INSTRUCTIONAL-SETTING-CODE (E1693) identifies the setting used to provide remote asynchronous instruction to students.
The RS-INSTRUCTIONAL-SETTING-CODE is reported based on the RA-INSTRUCTIONAL-SETTING-CODE documented in the students’ IEP on the PEIMS Fall snapshot date.
Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible students receiving special education services. [See 19 TAC §89.63.]
EXCESS-HOURS-IN-INSTRUCTIONAL-SETTING (E0945) indicates the number of hours above the allowable six hours per day of combined career and technical education and special education and related services in a designated instructional setting during a particular reporting period.
For detailed instructions for computing excess contact hours refer to the Student Attendance Accounting Handbook.
The Foundation School funding for LEAs is based on and limited to 6.0 contact hours per day per student. Excess contact hours for special education students occur when the education contact hours earned for a particular day exceed 6.0 hours. This generally occurs when a special education student is receiving special education instruction and career and technical education instruction on the same day. Excess contact hours are not subtracted from speech therapy contact hours unless there is no other special education service during the time excess hours are earned.
RS-EXCESS-HOURS-IN-INSTRUCTIONAL-SETTING (E1694) indicates the number of hours above the allowable six hours per day of remote synchronous instruction combined career and technical education and special education and related services in a designed instructional setting during a particular reporting period.
The Foundation School funding for LEAs is based on and limited to 6.0 contact hours per day per student. Excess contact hours for special education students occur when the education contact hours earned for a particular day exceed 6.0 hours. This generally occurs when a special education student is receiving special education instruction and career and technical education instruction on the same day. Excess contact hours are not subtracted from speech therapy contact hours unless there is no other special education service during the time excess hours are earned.
RA-EXCESS-HOURS-IN-INSTRUCTIONAL-SETTING (E1695) indicates the number of hours above the allowable six hours per day of remote asynchronous instruction combined career and technical education and special education and related services in a designed instructional setting during a particular reporting period.
The Foundation School funding for LEAs is based on and limited to 6.0 contact hours per day per student. Excess contact hours for special education students occur when the education contact hours earned for a particular day exceed 6.0 hours. This generally occurs when a special education student is receiving special education instruction and career and technical education instruction on the same day. Excess contact hours are not subtracted from speech therapy contact hours unless there is no other special education service during the time excess hours are earned.
FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT (E1046) indicates the total number of minutes the student was present and eligible for Foundation School Program funding during a particular reporting period. Eligibility for this program is determined by September 1 age and grade level.
Report FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT in whole numbers only, rounded down to the nearest minute. The minimum value for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT is 45 minutes per reporting period.
In order for a student’s attendance in the flexible attendance programs to be counted for a particular school day, the student must attend their specific flexible attendance program for at least 45 minutes on that day. If a student does not attend their flexible attendance program for at least 45 minutes on a particular school day, then that amount of time (greater than zero minutes) cannot be counted toward the value reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT for the particular reporting period.
For the Optional Flexible School Day Program (OFSDP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODEs 1, 3, and 6, 240 contact minutes (60 minutes x 4 hours) is equivalent to one full day of attendance. Each increment of 240 minutes reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT will be converted to one day of eligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT by 240 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places.
For the High School Equivalency Program (HSEP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE 2, 360 contact minutes (60 minutes x 6 hours) is equivalent to one full day of attendance. Each increment of 360 minutes reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT will be converted to one day of eligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT by 360 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places.
Funding is limited to the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT, which is determined during funding calculations at TEA. If the calculated Equivalent Eligible Days Present is greater than NUMBER-DAYS-TAUGHT for the reporting period, an Adjusted Equivalent Eligible Days Present is calculated to be NUMBER-DAYS-TAUGHT.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT to Average Daily Attendance for funding purposes.
Data Conversion Formulas/Rules:
OFSDP Equivalent Eligible Days Present for the six-week reporting period = FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT/240 minutes (4 hours x 60 minutes)
HSEP Equivalent Eligible Days Present for the six-week reporting period = FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT/360 minutes (6 hours x 60 minutes)
Adjusted Equivalent Eligible Days Present = the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT
Adjusted Equivalent Eligible Days Present/NUMBER-DAYS-TAUGHT= Average Daily Attendance (ADA) value for six-week reporting period
OFSDP Example 1:
· NUMBER-DAYS-TAUGHT = 30
· 7000 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT divided by 240 minutes = 29.17 Equivalent Eligible Days Present
· Adjusted Equivalent Eligible Days Present = 29.17 (the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT)
· ADA = 29.17 Adjusted Equivalent Eligible Days Present divided by NUMBER-DAYS-TAUGHT of 30 = .9723.
OFSDP Example 2:
· NUMBER-DAYS-TAUGHT = 30
· 9000 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT divided by 240 minutes = 37.50 Equivalent Eligible Days Present
· Adjusted Equivalent Eligible Days Present = 30.00 (the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT)
· ADA = 30.00 Adjusted Equivalent Eligible Days Present divided by NUMBER-DAYS-TAUGHT of 30 = 1.0.
FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT (E1053) indicates the total number of minutes the student was present in an approved career and technical education course(s) that the student was eligible for and enrolled in during a particular reporting period.
The FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT for a particular REPORTING-PERIOD-INDICATOR-CODE reflect the total actual CTE class time that a student attended the CTE classes in which they were enrolled. Unlike the reporting structure for regular CTE Attendance where the data is reported by the CTE contact hour category (V1, V2, V3, etc…), the total amount of CTE class time attended is reported together in a single value. NOTE: No single career and technical education course can generate more than 3 contact hours per day. Forty-Five (45) minutes of CTE attendance is the minimum amount of time that a CTE student must attend a CTE class(es) on a given day in order for that time to be included in the FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT.
The value reported for FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT on the CTE Flexible Attendance data for a particular reporting period must always be equal to or less than the value reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT for the same reporting period.
Data Conversion Formulas/Rules:
FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT / (NUMBER-DAYS-TAUGHT x 360 minutes) = Flexible Attendance Career and Technical Education Full Time Equivalents (FTEs) for a particular six-week reporting period.
The FTE value used for funding purposes is limited to the actual equivalent days present (partial days are allowed) as calculated from the Flexible Attendance data for a particular six-week reporting period. The limit is calculated as follows. Flex attend career and technical minutes are limited to the smaller of FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT or FLEX-ATTEND-CAREER-TECH-MINUTES-PRESENT.
OFSDP Example: Student Mark is enrolled in a funding eligible CTE course and generates 3300 minutes of FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT in the 4th Reporting Period which had NUMBER-DAYS-TAUGHT of 30. Student Mark was reported on his Flexible Attendance record with FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT of 6900 minutes.
The following is an illustration of how TEA will convert the FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT to CTE FTEs.
Career and Technical Education Minutes to FTE Calculation:
· Student Mark– Reporting Period 4
· NUMBER-DAYS-TAUGHT = 30
· FLEX-ATTEND-TOTAL-CAREER-TECH-MINUTES-PRESENT = 3300 minutes
· FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 6900 minutes
· Flex Attend Equivalent Days Present = 6900 minutes / 240 minutes = 28.750 = 28.75 days
Note: If NUMBER-DAYS-TAUGHT is less than Flex Attend Equivalent Days Present, then funding is limited to the value of NUMBER-DAYS-TAUGHT.
Flex Attend Average Daily Attendance for Reporting Period 4 = 28.75/30 = .9583 = .958 ADA
Flexible Attendance Career and Technical Education Full Time Equivalents
(FTEs)
= 3300 CTE Flexible Attendance Minutes Present/ (30 Days Taught) x 360 minutes)
= 3300 minutes/10800 minutes
= .3055 FTEs
= .306 CTE Flexible Attendance FTEs for Reporting Period 4
Note: Fractional days present will be rounded to the nearest hundredth (2 decimal places). 28.750 would be rounded to 28.75 equivalent days present. FTEs are rounded to the nearest thousandth (3 decimal places). .9583 would be rounded to .958 CTE FTEs.
FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT (E1047) indicates the total number of minutes the student was present and ineligible for Foundation School Program funding during a particular reporting period. Eligibility for this program is determined by September 1 age and grade level.
Report FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENTin whole numbers only, rounded down to the nearest minute. The minimum value for FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT is 45 minutes per reporting period.
For the Optional Flexible School Day Program (OFSDP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODEs 1, 3, and 6, 240 contact minutes (60 minutes x 4 hours) is equivalent to one full day of attendance. Each increment of 240 minutes reported for FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT will be converted to one day of ineligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT by 240 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places.
For the High School Equivalency Program (HSEP), which is FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE 2, 360 contact minutes (60 minutes x 6 hours) is equivalent to one full day of attendance. Each increment of 360 minutes reported for FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT will be converted to one day of ineligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT by 360 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places.
Funding is limited to the lesser of Equivalent Ineligible Days Present or NUMBER-DAYS-TAUGHT, which is determined during funding calculations at TEA. If the calculated Equivalent Ineligible Days Present is greater than NUMBER-DAYS-TAUGHT for the reporting period, an Adjusted Equivalent Ineligible Days Present is calculated to be NUMBER-DAYS-TAUGHT.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENTto Ineligible Days Present.
Data Conversion Formulas/Rules:
OFSDP Equivalent Ineligible Days Present for the six-week reporting period = FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT/240 minutes (4 hours x 60 minutes)
HSEP Equivalent Ineligible Days Present for the six-week reporting period = FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT/360 minutes (6 hours x 60 minutes)
Adjusted Equivalent Ineligible Days Present = the lesser of Equivalent Ineligible Days Present or NUMBER-DAYS-TAUGHT
OFSDP Example:
· 7000 FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT divided by 240 minutes = 29.17 Equivalent Ineligible Days Present.
FLEX-ATTEND-EXCESS-MINUTES-IN-INSTR-SETTING (E1052) indicates the total number of minutes the student was present in a designated instructional setting above the allowable 360-minute daily limit of combined career and technical education and special education and related services during a particular reporting period.
The Foundation School funding for LEAs is based on and limited to 6.0 contact hours per day per student. Excess contact hours for special education students occur when the special education contact hours earned for a particular day exceed 6.0 hours (360 minutes for flexible attendance accounting). This occurs when a special education student is receiving special education instruction and career and technical education instruction at the same time. Excess contact hours are always subtracted from the student’s primary Instructional Setting Code. Excess contact hours are not subtracted from speech therapy contact hours unless there is no other special education Instructional Setting during the time excess hours are earned.
Example:
Student Jerry is a Career and Technical Education (CTE) and Special Education student. He attends two CTE classes that collectively generate V3 (3.0) contact hours per day of attendance. He also is participating in the special education Instructional Setting Resource Room/Services (Less than 21%/day) that generates 2.859 contact hours per day of attendance, and the special education Speech Therapy Instructional Setting that generated .25 contact hours per day of attendance. Since the Special Education Flexible Attendance data is reported as aggregate data by the REPORTING-PERIOD-INDICATOR-CODEs, it is the responsibility of the LEA to determine which days a student has generated Excess Contact Hours. (In many cases the LEA student information system will compute the occurrences and extract them to the PEIMS file for submission.)
In the case of Student Jerry, each day that he attends 360 minutes of instruction would generate 7 minutes of FLEX-ATTEND-EXCESS-MINUTES-IN-INSTR-SETTING (3.0 CTE hours + 2.859 Special Education Resource contact hours + .25 Special Education Speech Therapy contact hours = 6.109 total contact hours minus 6 hours maximum = .109 contact hours x 60 minutes = 6.54 Excess Minutes (rounds to 7 Excess Minutes)). If Student Jerry was present for 360 minutes 15 times during a 30-day Reporting Period, then the value reported for FLEX-ATTEND-EXCESS-MINUTES-IN-INSTR-SETTING would be 105 minutes (15 occurrences x 7 minutes).
**TX-CTEMultiplier
The TX-CTEMultiplier sub-complex type represents the high school Career and Technical Education (CTE) courses a student was enrolled in and the attendance data associated to the course to determine the weighted funding per TEC §48.106.
For each CTE course taken by a student, the entire complex type, TX-CTEMultiplier 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. Therefore, there can be more than one TX-CTEMultiplier in the SpecialProgramsReportingPeriodAttendanceExtension complex type.
SERVICE-ID (E0724) refers to the services supplied by staff. This is collected for PEIMS Summer submission in conjunction with the ELIGIBLE-DAYS-PRESENT-V1-3 (E0950-E0952) data elements, to determine CTE allotment calculations using three tiers based on the SERVICE-ID.
ELIGIBLE-DAYS-PRESENT-V1 (E0950) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated one contact hour during a particular reporting period.
ELIGIBLE-DAYS-PRESENT-V2 (E0951) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated two contact hours during a particular reporting period.
ELIGIBLE-DAYS-PRESENT-V3 (E0952) indicates the total number of days the student was eligible and present and enrolled in an approved career and technical course that generated three contact hours during a particular reporting period.
RS-ELIGIBLE-DAYS-PRESENT-V1 (E1696) indicates the total number of days the student was eligible, remote synchronous present and enrolled in an approved career and technical course that generated one contact hour during a particular reporting period.
RS-ELIGIBLE-DAYS-PRESENT-V2 (E1697) indicates the total number of days the student was eligible, remote synchronous present and enrolled in an approved career and technical course that generated two contact hours during a particular reporting period.
RS-ELIGIBLE-DAYS-PRESENT-V3 (E1698) indicates the total number of days the student was eligible, remote synchronous present and enrolled in an approved career and technical course that generated three contact hours during a particular reporting period.
RA-ELIGIBLE-DAYS-PRESENT-V1 (E1702) indicates the total number of days the student was eligible, remote asynchronous present and enrolled in an approved career and technical course that generated one contact hour during a particular reporting period.
RA-ELIGIBLE-DAYS-PRESENT-V2 (E1703) indicates the total number of days the student was eligible, remote asynchronous present and enrolled in an approved career and technical course that generated two contact hours during a particular reporting period.
RA-ELIGIBLE-DAYS-PRESENT-V3 (E1704) indicates the total number of days the student was eligible, remote asynchronous present and enrolled in an approved career and technical course that generated three contact hours during a particular reporting period.
DISTRICT-OF-RDSPD-SERVICE (E1527) indicates the RDSPD Fiscal Agent district that provides the RDSPD service to a particular RDSPD student.
** TX-FlexibleAttendance Complex Type
The TX-FlexibleAttendance complex type indicates the unique type of flexible attendance program to which the student’s flexible attendance is related.
FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE (E1045) indicates the unique type of flexible attendance program to which the student’s flexible attendance is related.
There are four (4) unique programs that generate flexible attendance data on the SpecialProgramsReportingPeriodAttendanceExtension Complex Type.
|
Flexible Attendance Program Type Code |
Program Name |
Description |
PEIMS Sub |
|
1 |
Optional Flexible School Day Program (OFSDP) |
This is an attendance program for students who: 1) have dropped out of school or are at risk of dropping out, 2) are participating in an approved early college high school plan, or 3) are attending a campus implementing an innovative redesign under a plan approved by the commissioner of education.
240 contact minutes (60 minutes x 4 hours) is the equivalent to one full day of attendance.
|
3 |
|
2 |
High School Equivalency Program (HSEP) |
The High School Equivalency Program (HSEP) is also known as the "In-School GED Program." The Texas In-School GED Program provides an alternative for high school students aged 16 and older who are at risk of not graduating from high school and earning a high school diploma. Only those school districts that have applied and been approved by the agency may operate High School Equivalency Programs (HSEP).
360 contact minutes (60 minutes x 6 hours) is the equivalent to one full day of attendance.
|
3 |
|
3 |
OFSDP Credit/Promotion Recovery Program |
This is an attendance program that occurs in the summer period between school years for students who as a result of not meeting the attendance requirements under TEC, §25.092, will be denied credit (promotion) for one or more classes in which the students have been enrolled.
|
4 |
|
6 |
OFSDP Online Dropout Recovery Program |
This is an attendance program that provides dropout recovery education through an internet based online program.
|
3 |
For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook.
In all cases a student is limited to 1.000 ADA of Foundation School Program funding per school year. If a student attends both the regular school year and the OFSDP Credit/Promotion Recovery Program in the summer, that student cannot generate for than 1.000 ADA of funding for a LEA by combining the regular year and post school year eligible days present.
Report Flexible Attendance data for only those students in the LEA who were enrolled in one of the above listed Flexible Attendance programs at some point during the school year.
A school district must be pre-approved by TEA School Finance Staff to operate an Optional Flexible School Day Program. For PEIMS Summer Submission (3), only students who have 1) dropped out of school, 2) are at-risk of dropping out of school, 3) are enrolled in an early-college high school, or 4) are enrolled on a campus that is operating under a Monitoring and Intervention Campus Improvement Plan may participate in the Optional Flexible School Day Program (OFSDP).
A flexible attendance student may not be simultaneously enrolled in the OFSDP and the traditional attendance program (2 hour / 4-hour membership rule) as referenced in the Student Attendance Accounting Handbook. It is acceptable to report both Basic Attendance data and Flexible Attendance data for the student if the student’s enrollment status changes from a traditional program to the Flexible Attendance Program or if the status changes back to a traditional program from the Flexible Attendance Program. Note: If a student is participating in both the traditional attendance program and the OFSDP, all attendance must be reported through the OFSDP Flexible Attendance data.
A school district must be pre-approved by TEA High School Equivalency Program staff to operate a High School Equivalency Program (HSEP). Only students who have been court ordered to participate in a HSEP program, or students who are at least 16 years of age, who are at-risk of dropping out of school, whose parent or guardian has approved participation, and at least two school years have elapsed since the student first enrolled in ninth grade, and the student has accumulated less than one third of the credits required to graduate under the minimum graduation requirements may participate in the High School Equivalency Program (HSEP).